Young People and Their Parents

答案及简析：1．C词义辨别题。remember意为“记住”，hope意为“希望”，say意为“说”，know意为“知道”．根据句意选C项。     

Classroom Challenge: A 3D Snapshot of Student Learning in Mathematics

This article aims to describe a type of formative assessment, MAP Classroom Challenge, which has been introduced in mathematics classrooms in recent years. MAP, or the Mathematics Assessment Project Classroom Challenges (formerly known as Formative Assessment Lessons), are developed by teams of math educators from the Shell Centre for Mathematical Education at the University of Nottingham and the University of California, Berkeley, with the support from the Bill & Melinda Gates Foundation. The overarching goal of Classroom Challenges is to support teachers in administering effective formative assessment by identifying student misconceptions of main mathematical ideas and helping students develop better understanding. The design of Classroom Challenges stems from the Common Core State Standards in Mathematics and it is based on the seamless fusion of the standards for mathematical content and the standards for mathematical practices. Furthermore, this article demonstrates the positive impact one Classroom Challenge had on revealing and subsequently eliminating student misconceptions related to certain fundamental algebraic concepts.     

挑战与回应:大学学生组织的重构

作为大学组织的重要组成部分,大学学生组织面临着多样化的教育体系、社会化的后勤改革、网络化的数字校园和个性化的自主意识等方面的挑战。回归主体、回归生活、回归社会将成为大学学生组织重构的主旋律。开展多样化的咨询活动、提高大学生主体参与意识、推进学生社团健康发展是大学学生组织变革的主要趋势。     

Why and How Parents Promote Math Learning with their Young Children: A Mixed-Methods Investigation

SYNOPSIS

Objective. This study examined parental characteristics that related to children’s early math learning. Specifically, we examined how parents engage in math activities with their children in the home and how their practices were informed by parents’ experiences with and perceptions of math. Design. Using a mixed-methods design, we first quantitatively examined associations between two parental characteristics, past math experiences and current math anxiety, and various types of math activities to understand factors that predict home math engagement in a sample of 34 parents. We then conducted semi-structured interviews with a sample of 15 parents to identify additional factors that relate to parents’ engagement in math activities with their young children. Results. We found that parents’ math anxiety predicted their reports of math activity frequency in the home, controlling for demographics as well as prior measures of math enrichment. Through qualitative analyses, we demonstrated considerable variability in the way that math activities are implemented and described by parents and identify a novel theoretical construct – parents’ goals for children’s math learning – which relates to parents’ practices. Conclusions. These results suggest that survey measures may fail to capture important heterogeneity in parents’ practices and that additional predictors such as parental goals should be explored in future quantitative research.     

家长教育行为对幼儿和谐发展水平的影响

一、问题的提出1997年3月17日原国家教委、全国妇联颁发了《家长教育行为规范》,旨在引导家长树立正确的教子观念,掌握科学的教育方法,提高理性育儿的水平。进入新世纪的上海幼儿家长的教育行为如何?对孩子的和谐发展产生了什么样的影响?怎样塑造家长的适宜性教育行为以促进幼儿的更好成长?对此,我们进行了初步的研究。二、研究对象与方法2000年4月,我们设计了2份调查问卷,1份是家长问卷,另1份是教师问卷;5月进行了预测,后经修改,又于6月在上海随机抽取普陀、杨浦、南市、南汇4个区县,每个区县任意选取1所全日制幼儿园,每所幼儿…     

班主任:学生成长中的良师益友

班主任要有良好的师德形象,树立起在学生心目中的威信,用正确的人生观、价值观、职业观去积极引导、教育学生,用自己的爱无私地去关心学生的生活和学习,才能成为他们的良师益友.     

师范大专生:应对基础教育改革的挑战

随着师范教育体系的调整，师范大专生取代中师生成为历史必然。师范大专生面临基础教育改革的严峻挑战，应该具备五方面的能力和素质，同时必须变革师范教育课程设置和教师管理来适应培养基础教育所需新型师资的需要。     

关于幼儿家长幼儿心理健康观的访谈研究

心理健康观作为一种内在、稳定性的主体认识,决定家长对幼儿心理健康问题的识别和处理.对60名幼儿家长进行半结构式深度访谈调查表明:家长认为幼儿心理健康主要体现在性格、人际交往与社会适应、个人行为及能力、道德品质、情绪五个方面;家长的心理健康观具有模糊性、主观性、功利性等特点,并呈现出重外轻内、重适应轻发展的倾向;传统文化价值观、自身经历和认知水平影响幼儿家长心理健康观的构建.     

高校学生工作中应当加强与家长的交流

在普通高校学生工作中加强与家长的交流可以使很多难以处理的学生问题得以解决。然而毕竟大学生不同于中学生,在实际操作中辅导员遇到很多不同于中学班主任所面临的问题和困难,和家长的交流难度也比中学班主任面临的难度大。本文通过分析得出高校学生工作中与家长联系交流的困难所在,以及如何克服这些困难,以达到更加通畅地与大学生家长交流联系,从而使高校学生工作取得事半功倍的效果。     

Attitudes of Parents Toward War Play in Young Children

A questionnaire on attitudes toward war play was given to 316 Italian parents and 84 English parents of children aged 2 to 6 years. In both cultures, boys were significantly more likely to engage in war play, either social or solitary—most commonly weapon play, but also play with combat figures and acting out a combat role. Parental attitudes, television, and peers (including older siblings), appeared as common sources of influence. Parents expressed a range of views about how to respond to war play, varying from discouraging it (more common if their children did not engage in war play), to allowing it with limits, to allowing it unconditionally. There was more of a consensus that war toys should not be allowed in school and that playgroup supervisors and teachers should try to turn war play toward more constructive ends. Analysis of a range of attitudinal scales confirmed a general dimension of restrictiveness-permissiveness with regard to war play activities, linked to attitudes about rough-and-tumble play (R & T) and pretend play in the Italian sample but not in the English sample.     

Attitudes of Parents Toward War Play in Young Children

A questionnaire on attitudes toward war play was given to 316 Italian parents and 84 English parents of children aged 2 to 6 years. In both cultures, boys were significantly more likely to engage in war play, either social or solitary—most commonly weapon play, but also play with combat figures and acting out a combat role. Parental attitudes, television, and peers (including older siblings), appeared as common sources of influence. Parents expressed a range of views about how to respond to war play, varying from discouraging it (more common if their children did not engage in war play), to allowing it with limits, to allowing it unconditionally. There was more of a consensus that war toys should not be allowed in school and that playgroup supervisors and teachers should try to turn war play toward more constructive ends. Analysis of a range of attitudinal scales confirmed a general dimension of restrictiveness-permissiveness with regard to war play activities, linked to attitudes about rough-and-tumble play (R & T) and pretend play in the Italian sample but not in the English sample.     

Student Mobility within the Commonwealth: Growing Constraints,New Initiatives*

This article examines the forces which have constrained student mobility and educational co-operation within the Commonwealth and the new developments which are seeking to improve the situation. Economic imperatives and political pressures in both receiving and sending countries are seen as the major causes of the decline in mobility. The new developments dandified are preparatory courses, split-site courses and distance education. The paper argues the need for a coherent constituent approach to increase student mobility in place of the rhetoric which has characterized policy to date.     

Lifelong learning and becoming a mother: evaluation of the Young Parents Program

The purpose of this research was to identify how lifelong learning has the potential to accommodate the changed circumstances and future needs of women who become mothers as teenagers. The research drew on the previously separate theories of lifelong learning and becoming a mother to frame this initial study. A qualitative case study was used to evaluate the Young Parents Program, which was devised to meet the informal learning needs of young mothers aged between 15 and 25 years. A total of eight mothers completed a survey and four of them also participated in a focus group interview to provide more in depth responses. The results indicate that the content of the programme provided relevant information that met the informal learning needs of the participants. The delivery of the programme helped participants to make connections with other young mothers in similar circumstances. The findings imply that informal learning programmes that respond well to the immediate needs of young mothers have the potential to prevent young mothers from becoming socially isolated. Young mothers who become engrossed in their own problems without access to relevant informal learning may fail to undertake formal learning opportunities that might be available in the future.     

Television and Families: What Do Young Children Watch with Their Parents?

A sample of 271 3- and 5-year-olds and their families participated in a 2-year longitudinal study of television viewing patterns. 5 1-week diaries for all family members were collected at 6-month intervals. Programs were categorized as: (1) child informative, (2) child entertainment, (3) news and informative, (4) sports, (5) comedy, (6) drama, (7) action-adventure, and (8) variety-game. The majority of child programs were viewed without parents, while the majority of adult programs were watched with parents. Coviewing patterns of adult programs were predicted from parents' individual viewing habits, but not from the child's. Coviewing declined with age. Parental encouragement and regulation of viewing were orthogonal. Children whose parents encouraged viewing watched more child informative programming; children of restrictive parents watched less entertainment programming. Encouraging parents coviewed more than nonencouraging parents. Results support the assertion that parental viewing preferences, habits, and orientations toward television influence children's viewing, both with and without parents.     

Academic Environments in Preschool: Do They Pressure or Challenge Young Children

The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.     

网络游戏对大学生成长的影响及对策

网络游戏是一种科技含量高、表现手段丰富、超乎现实又最逼近现实的时尚娱乐形式，文章分析了网络游戏给大学生成长带来的积极和消极两方面的影响，提出了要正确认识网络游戏，预防信息崇拜；利用网络游戏，丰富网络教育资源；加强教育疏导，防止游戏沉迷；净化网络游戏市场，构建和谐网络文化环境等对策。