A Comparative Study of Positive and Negative Modeling in Counselor Training

Modeling procedures have come to play a major role in counselor training. A substantial body of literature has accumulated in support of the use of modeling in counselor training. Relatively little attention has been paid to the use of negative models in the training process. This is due, at least in part, to the hypothesis that negative models inevitably interfere with the acquisition of positive performance behaviors. This study was designed to directly compare the effects of positive and negative models in counselor training. Results suggest that negative modeling can produce training outcomes similar to those achieved by positive models. Further investigation of the role of negative modeling in counselor training is recommended. Several specific directions for continuing research are suggested.     

体验式培训的理论依据及价值

体验式培训在发掘和激发体验者潜能方面起到了积极的作用,它较之传统的培训具有独特的优势。体验式培训依托于辩证唯物主义、积极心理学（乐商)和体验式学习三种理论,它所体现的经济价值、教育价值、娱乐价值和实践价值是发展体验式培训的坚实基础。未来,创新将维护体验式培训行业的可持续发展。     

雷达抗干扰多层次训练方法研究

针对雷达抗干扰训练内容特点,结合雷达抗干扰训练条件,论文从雷达抗干扰理论教学、模拟训练、实装训练三个层次对雷达抗干扰训练方法进行了探索。论文的研究内容对于提高实战环境下雷达抗干扰训练效果具有积极意义,同时也对其他相关训练工作具有借鉴意义。     

Flow experience and positive affect during hypermedia learning

In this study positive affective states, experienced by users of a one-hour learning program, in a hypermedia learning environment were assessed. It was expected that a positive mood would occur during learning that would be correlated with high training/learning success. Furthermore, the experience of flow was used to indicate whether the challenges and skills were balanced. The results showed that the users of the training program were put into a positive mood. About a quarter of the users experienced flow. Positive moods were associated with higher training success and positive affect was correlated with total knowledge and content knowledge. An association between flow and training success was not observed. The perceived probability of success did not influence learning but a high perceived probability of success was considered as comparably more pleasant than a low perceived probability of success. The results are discussed in the context of self-directed learning.     

组织因素对建筑企业专业技术人员培训的影响

本文以杭州市建筑企业专业技术人员为例,通过问卷调查收集数据,分析组织因素对专业技术人员(知识型员工)培训效果的影响。研究结果表明,上级支持、同事支持和管理沟通对知识型员工的培训动机有正向影响,并通过培训动机的中介作用显著影响培训效果;培训决策权的集中程度对培训设计有负向影响,管理沟通对培训设计有正向影响,且二者通过培训设计的中介作用显著影响培训效果。建议企业从上级支持、同事支持、管理沟通和分权决策四个组织因素出发,通过建立培训支持体系、培训合作制度,以及营造学习型文化氛围等管理方式的改进,提升知识型员工的培训效果。     

Individual differences in self-efficacy development: The effects of goal orientation and affectivity

This study examined the moderating role of the individual differences of goal orientation and affectivity on self-efficacy development. Consistent with hypotheses, results indicate that both positive and negative affectivity moderate the impact of an enactive mastery training program on efficacy development, with those higher in positive affectivity having greater change in self-efficacy as a result of training than those lower in positive affectivity, and those lower in negative affectivity having greater change in self-efficacy as a result of training than those higher in negative affectivity. The moderating impact of mastery and performance goal orientation appears to be much more complex, with initial levels of self-efficacy playing an important role in the interaction between goal orientation and efficacy development. Overall, results suggest self-efficacy development resulting from training varies depending on disposition of trainees and initial levels of efficacy.     

The Interactive Effect of Modeling Strategies and Goal Orientations on Affective,Motivational, and Behavioral Training Outcomes

This experimental study focuses on the interactive effect of two modeling strategies and three goal orientations on affective, motivational, and behavioral training outcomes. In this study, 275 trainees participated in a corporate training program. Their goal orientation was measured prior to experimentation, and participants were randomly assigned to a positive‐only or a mixed‐model display during training. Results showed interaction patterns that differed across a variety of training outcome measures: Trainees exposed to the positive‐only models reported higher utility reactions when they held avoidance goal orientations, while those with performance goal orientation reported higher self‐efficacy after training. Finally, trainees exposed to the mixed model who held learning goal orientation, demonstrated higher levels of behavior reproduction of the training content. These results are discussed for their practical and theoretical implication for the training context.     

以教师培训迁移为基准的教师培训效果——基于社会资本的视角

作为新经济社会学前沿和有影响力的理论概念,社会资本强调互信互惠的人际关系对个人获得更大成就和社会更有效运作的积极意义。对教师培训效果的审视趋向从培训知识的获得转移到教学工作中的实际运用。以社会资本理论系统考量教师培训迁移,指出信任互惠有助于教师培训活动参与者之间的对话与互动,培训参与者的积极行动有助于形成可持续的教师培训系统,从而有的放矢地提高教师培训的效果并最终使跨越理论与实践鸿沟成为可能。     

以教师培训迁移为基准的教师培训效果——基于社会资本的视角

作为新经济社会学前沿和有影响力的理论概念,社会资本强调互信互惠的人际关系对个人获得更大成就和社会更有效运作的积极意义。对教师培训效果的审视趋向从培训知识的获得转移到教学工作中的实际运用。以社会资本理论系统考量教师培训迁移,指出信任互惠有助于教师培训活动参与者之间的对话与互动,培训参与;等的积极行动有助于形成可持续的教师培训系统,从而有的放矢地提高教师培训的效果并最终使跨越理论与实践鸿沟成为可能。     

高中高级职称教研组长异地培训的实践探索

异地培训作为教师培训创新的一种模式,体现了开放的培训理念。文章就高中高级职称教研组长异地培训实践中所取得的成效进行了相关探索,同时指出了培训过程中存在的问题以及进一步改进的措施,以期使教师异地培训模式得以不断地丰富与完善。     

校本培训要关注教师文化的构建

论述了在校本培训中构建营造积极的教师文化的意义,认为只有这样才能保证校本培训的实效性与针对性。校本培训与教师文化的构建是统一体。积极的教师文化包括反思、对话、合作、共向愿景等元素。读书考核式、案例解读式、听课反馈式等校本培训模式,利于积极教师文化的构建,培训的实效性与针对性较强。     

Facilitating the Development of Assessment Literacy

When STARS reform efforts were launched in 2000, teacher training in assessment was seen as crucial to the success of the program. The STARS reform efforts focus on both supporting the implementation of quality classroom assessment practices and implementing a district-based accountability system. The training programs described in this article were developed in response to one or both of these needs. Two of the programs were designed to provide training to experienced teacher. The other two programs were designed to meet the needs of pre-service teachers. Evidence suggests that the training programs have had a positive impact on teacher confidence, knowledge, and skill in key areas of assessment. In addition, there also appears to be evidence, while somewhat limited, which suggests students also experience positive outcomes.     

让班级文化在中小学教师培训中绽放魅力

良好的班级文化对学员参训起着积极的影响,是提升中小学教师培训质量具有重要的推动作用.文章从分析中小学教师培训班的特点入手,探讨中小学培训班级文化建设的原则,提出加强中小学教师培训班文化建设的措施和途径.     

护理学人才非专业素质培养的研究与实践调研报告

针对护理学非专业素质培养方案与教学计划向社会用人单位及毕业生作相关调查分析,结果表明学生非专业素质的提升对其个人成长、专业课程的学习、就业等均产生了积极的影响,对创新护理学专业本科人才培养模式有参考和推广意义。     

元认知策略培训对词汇学习的作用

文章运用定量研究的方法,以两个自然班80名大专学生为研究对象,对其中40名学生进行了为期10周的元认知策略培训,结果表明,策略培训对词汇学习有较大的促进作用。     

Sequential processes in the generalization and transfer of stimulus control

Prior research indicated that a training sequence consisting of a negative stimulus followed by a positive stimulus constitutes the minimal condition for the production of postdiscrimination phenomena typically observed after training with random sequences of the discriminanda. The present experiments, employing multiple schedules with pigeon subjects, confirmed the earlier findings but indicated that they are restricted to procedures in which the reinforcing stimulus may acquire a discriminative function that competes with the control exerted by the nominal discriminanda. The sequences in which the discriminanda were presented did not differentially affect subsequent measures of generalization and transfer if the discriminative function of reinforcement were degraded either by introducing some reinforcers during the negative stimulus (Experiment 1) or by omitting some reinforcers during the positive stimulus (Experiment 2). It was concluded that the sequence in which the discriminanda are presented during discrimination training does not contribute fundamentally to the processes responsible for discrimination formation with random training sequences.     

Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools

The current study evaluated the effectiveness of a training program for inservice secondary school teachers in classroom management. In a non-randomized pre-post-design, 19 teachers participated in a newly developed training (the intervention group) and 18 teachers participated in a control training (the control group). All participants reported better knowledge of classroom management after training. However, hypothesized positive effects on teachers' competencies and increased student engagement occurred only in the intervention group. These findings are supported by participants' reported high subjective validity of the training. Further research is needed to study sustainability of the observed effects.     

Learning disabilities and the auditory and visual matching computer program

This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre‐test–intervention–post‐test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks occurring twice a week for 15 minutes per session. After the training period, an improvement in the auditory‐visual matching test was found. According to the hypothesis of this study, the youngest children with dyslexia would benefit most from the intervention. However, the training had also a positive effect on auditory‐visual matching with older students with dyslexia. Surprisingly, the students with ADD benefited from this intervention. According to the teachers, this intervention had also a positive effect on the students' school behaviour.     

我国研究生培养模式改革的探索与实践简

当前我国研究生培养模式正在发生积极的转变,实施分类培养并形成特色和优势既是顺应社会经济发展的必然选择,也是研究生培养模式改革的主要目的。开展我国研究生培养模式改革的实践总结,尤其是开展我国应用型研究生培养从实施重点到阶段性成果的实践总结,对形成具有中国特色和优势的研究生培养模式,有着积极的作用。     

英国世界技能大赛训练经理制度研究

训练经理制度在英国世界技能大赛备赛中充分发挥了它的作用,使参赛选手有序、高效地开展训练。英国技能组织为世界技能大赛的参赛项目招募训练经理,训练经理主要负责组织选手开展针对性强的训练,对参赛选手进行技术指导,并管理和协调各项参赛工作。同时,世界技能大赛也给英国训练经理带来了新的机遇与挑战,英国技能组织通过训练经理制度,形成了一套有效应对世界技能大赛参赛与备赛、选拔和训练的体系,训练经理成为了技能人才培养"点石成金"的有力抓手,在全球范围内产生了积极的影响力。