班主任要懂企业教练技术

企业教练技术是一种激励潜能,提升效率的管理技术。班主任老师应用教练技术中的优化关系技术、调整心态技术、锁定目标技术和优化人格技术有利于营造融洽的师生沟通氛围、排除学生心理障碍、提高学生学习效率、优化学生人格。     

班主任要懂企业教练技术

企业教练技术是一种激励潜能,提升效率的管理技术.班主任老师应用教练技术中的优化关刎系技术、调整心态技术、锁定目标技术和优化人格技术有利于营造融洽的师生沟通氛围、排除学生心理障碍、提高学生学习效率、优化学生人格.     

人格自识:学生人格培养的有效途径

培养和提高学生的人格素养,这既是现代学校优化人才素质的重要途径,也是教会学生“会做人”、“懂生活”的必要措施。培养学生健康人格,提高学生人格素养,需要外化和内化的统一,需要教育和自我教育相结合,尤其需要学生具有强烈的自我建构意识和人格自识能力,它能够使学生发挥能动机制进行自     

基于学情研判的音乐律动教学策略

音乐作为一门具有感染力的艺术表现形式,能够完善学生的人格,培养学生积极乐观的生活态度。文章基于学情研判,深入研究小学音乐律动教学,优化学科教学,以培养学生良好的人格品质为目标,立足合作、体验、游戏、表现四个方面分析音乐律动教学的实施策略,旨在通过音乐律动教学培养学生的健康人格。     

人格自识——学生人格培养的有效途径

人格是人整体素质的重要内容,在人的素质中处于核心地位.实践证明,一个人的素质好坏,与其人格因素息息相关.一个人的人格不健全,其文化、智能、品德、劳动、生理等方面的素质便难以发展到最佳的水平.因此,培养学生健康的人格,提高学生的人格素养,既是现代学校优化人才素质的重要途径,也是教会学生"会做人"、"懂生活"的必要措施.     

农村初中生的学业成绩与其人格特征的关系研究

通过对农村初中学生的学业成绩、智商和人格特征的分析比较,发现农村初中生的学业成绩与其人格特征之间存在高度相关。成绩优秀学生与成绩较差学生在人格的敢为性、自律性、有恒性、独立性、忧虑性、紧张性上差异非常显著,他们的成绩是智力与非智力交互作用的结果。建议通过优化师生关系、促进德育心理学化、开展有意义的活动等培养学生良好的人格特征,促进学业成绩的提高。     

师范生健康人格培养途径探索

本文论述了师范生健康人格培养的重要性和途径。主要途径有 :激发内需———提高学生培养健康人格的自觉性 ;优化环境———通过班级建设培养健康人格 ;加强引导———通过主题班团会引导学生形成正确的理想信念和价值观 ;知行统一———开展丰富多彩的实践活动塑造健康人格 ;学陶师陶———提升学生的人格境界。     

积极心理学对高职学生人格培养的启示及策略

积极心理学不仅关注人格问题的解决,更注重潜能开发,重视积极人格力量的激发,强调乐观、自尊、自主性等积极心理品质的重要作用,这些理念为高职生的人格培养提供了新的思路.高职院校通过树立新型高职学生现、教职工积极人格观,以及学籍与课程管理改革、高质量教学服务与管理、"三面一体"人格培养机制、组建学生各种社团、优化校园环境等策略,能够促进高职生积极人格的形成与发展.     

优化课堂气氛提高课堂效率

正学生是课堂教学活动的主体,教学的目的是通过教师的教引导学生的学,使学生能够通过自身主动的学习来获得知识和技能。通过优化课堂气氛,提高学生学习兴趣,提高课堂效率可以达到事半功倍的效果。本文从五个方面阐述如何有效地优化生物课堂气氛,从而提高课堂效率。1.建立和谐的师生关系是优化课堂气氛的基础教师不仅是"传道、授业、解惑",还要具有以人格来培养人格、以灵魂来塑造灵魂的能力。"缺乏情感的认识便     

发挥历史教学功能 塑造学生健全人格

把历史教学和人格教育有机结合起来，加强认知教育，为优化人格提供内驱力；注重行为的养成，让学生的人格美在实践中得到体验；培养自我建构意识，促成学生人格关的内化。     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

湘东南栖霞组底部史塔夫(Staffela)类动物群的发现

着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据     

论教法设计的七要素——兼答美国人校长拉塞尔·S·比彻

作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。     

Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

A teacher and a college student explore experimental science and its history by reading historical texts, and responding with replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions, observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These explorations have implications for opening up classrooms to unforeseen possibilities for learning.

Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)

     

A view of Newton as a mathematician

In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much about it. Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability and control problems, analysis, etc.     

基于ICM理论的隐性衔接语篇连贯解读

隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.