论当代大学生目标控制能力的培养

自我控制能力的培养是各种能力培养和发展的基础,是各种有效教育的先导条件。在当代大学生中,很多同学学习、生活没有动力,方向迷失、精神空虚,自控能力特别是目标控制能力严重欠缺。在自控能力的培养上,目标控制能力的培养是关键、核心,我们要高度重视并采取有效措施培养当代大学生的目标自控能力。     

当代大学生怎样提高耐挫能力

人在一生中，大都避免不了要遇到挫折，如何在挫折面前不低头、有一定的承受力，对当代大学生来说至关重要。本文从挫折的产生原因谈起，就大学生如何培养耐挫能力提出自己的见解。     

论高校应重视培养学生的战略思维能力

我国高校学生缺乏战略思维能力的情况必须引起高度重视。培养大学生的战略思维能力是时代发展的客观需要，刻不容缓。战略思维能力是当代大学生的核心素质，必须高度重视，积极培养。高校培养大学生的战略思维能力要重视抓好“四观”教育。当前，结合“两课”学习，应开设战略思维专题研究课程。认真学习、研究党的三代领导集体的战略思维实践及其理论，是提高大学生战略思维能力的根本途径。     

高等教育视野下大学生实践能力的探讨

由于特殊的社会环境及当代教育的特点，大学生实践能力相对薄弱，而实践能力的培养对于他们步入社会有着重要意义，要从直接实践途径和间接实践途径入手，改进和完善各种实践活动，切实有效地提高大学生的实践能力。     

高职学生方法能力培养的思考

方法能力是高素质人才的重要标志，是提高大学生整体素质的重要内容。当代的国际竞争，说到底是人才的竞争，是人才方法能力、专业能力、社会能力的竞争。在高职教育教学的各个环节切实加强大学生方法能力和创造能力的培养，是实现高层次人才培养的根本措施。     

关心学生成长与德育工作新视角

德育工作要与时俱进，才能在提高大学生素质方面发挥其应具有的功能和作用。当代大学生自我意识普遍增强，产生了一些新的思想和行为，应当给予最大的关怀。对于大学生心理健康、独立生活能力培养、就业观念培养等项工作思路的探讨，是当前高校面临的重要课题。     

大学生素质教育中做人能力的培养

合格的大学生不仅要扎实的掌握科学知识，掌握一门技能，而且要且有做人的能力，大学生的做人能力包括：分辨是非能力；实践能力；丐人相处能力；创新能力。高鹇新对于大学生以上能力的培养需要邓苦细致的工作，应从重视对大学生的爱心教育，培养协作能力入手，逐步提高大学生的实践能力，与人相处能力，进而培养和提高其创新能力 。使之成为德、智、体、美、劳全面发展的合格人才。     

试论当代大学生职业能力的培养

职业能力是人们从事职业活动所必须具备的基本能力,是劳动者所具备的知识、技术素质的外化和体现。文章通过对专业能力、方法能力和社会能力的分析,阐述了社会所需的人才类型以及影响大学生职业能力发展的诸多因素,提出了国家要完善人才培养机制,企业要增强人才培训意识,学校要完善人才培养方案,大学生要加强职业意识等培养途径,切实提高当代大学生的职业能力。     

试析影响大学生创新能力培养的三个“瓶颈”问题

当前我国高校进行的素质教育，其目的之一就是要开发当代大学生的创新能力，提高他们的创新素质。本分析的学习知欲不强、动手能力低下和创新能力不佳等三个问题，是制约大学生学习成才的主要原因。     

关于如何做好一名当代大学生辅导员的几点思考

辅导员是当代大学生健康成长的保姆、思想发展的向导,是塑造大学生正确“三观”（世界观、人生观、价值观）的设计师、工程师。要做好一名合格的当代大学生辅导员,应该具有相当的政治素养和非凡的工作能力。     

骨干教师国家级培训班学员自我发展能力的测量和分析

本研究应用《教师自我发展量表》对骨干教师国家级培训班的 1 0 0名学员进行了自我评价测验 ,发现该批学员的自我发展量表平均得分等级皆在较高以上 ,学科对量表得分没有影响。但在分项测验中 ,教师的知识扩展更新和教育教学的自我监控能力方面量表得分等级较高 ,个人发展的自我设计和自我心理调适能力方面量表得分等级较低。提示后续教育应在这方面有所加强     

Academic Self‐concept,Implicit Theories of Ability,and Self‐regulation Strategies

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.     

Self‐efficacy,reasoning ability,and achievement in college biology

This study compared the relationships of self‐efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self‐efficacy, a significant positive correlation was predicted between reasoning ability and degree of self‐efficacy to complete biological tasks. Further, reasoning ability was predicted to be more highly correlated with course achievement than self‐efficacy. The study involved pre‐ and posttesting 459 introductory biology students. Both self‐efficacy and reasoning ability increased during the semester. As predicted, self‐efficacy and reasoning ability were positively correlated. Depending on the nature of the achievement measure, reasoning ability accounted for some 15 to 30 times more variance in achievement than self‐efficacy. Also, as predicted, reasoning ability was a strong predictor of self‐efficacy, but self‐efficacy was not a strong predictor of reasoning ability. Self‐efficacy estimates and achievement were higher for the concrete tasks than for the formal tasks and higher for the formal tasks than for the postformal tasks. In general, students tended to overestimate their abilities to carry out the concrete, formal, and postformal tasks. Results support the study's working hypothesis that intellectual development continues for some students during the college years, that a postformal level of intellectual development exists, and that reasoning ability is a primary factor influencing both self‐efficacy and achievement. Student overestimation of their abilities may contribute to complacency, lack of effort, and to less than optimal achievement. Consequently, it may be advantageous early in the semester to provide students with particularly challenging tasks that “shock” them out of their complacency and perhaps increase their effort, their reasoning skills, and their achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 706–724, 2007     

Accuracy of students' self‐assessment and their beliefs about its utility

The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.     

初中生自我教育现状调查研究

初中生自我教育发展水平一般且随年级的增长呈略微上升趋势;自我认识、自我调节、自我要求、自我评价能力一般,自我控制能力差;初中男女学生之间自我教育水平相当。因此,我们要把提高学生自我要求能力、自我评价能力特别是自我控制能力,作为对初中生进行自我教育的关键,切实提高初中生的自我教育能力。     

论思想道德自我教育

思想道德自我教育是思想道德教育的目的，思想道德教育工作如果达不到目的，教育工作就会出现低效或负效；思想道德教育表现为道德学习能力、道德判断能力、道德选择能力、道德的内在整合能力、道德创新能力、道德审荚能力等；思想道德自我教育在国外的思想道德教育工作中也被重视和应用，我们应帮助和促使学生实现自我教育。     

自学法在化学教学中的应用

自学法虽是采用得比较普遍的教学方法 ,但教学中的运用则方法各异 .我认为主要在培养学生的自学能力和思维能力上下功夫     

小学教师专业化成长中反思能力现状的调查研究

反思对教师专业化成长具有重要意义。教师的反思能力包括教学反思能力和自我反思能力两部分。教学反思能力是教师对自己的教学过程进行反馈和调控的能力,自我反思能力是教师对自身的教育理念等进行反思的能力。反思能力与教学效能感之间存在显著正相关。教师的背景变量对教学反思能力、自我反思能力和教学效能感有不同程度的影响。     

语文自读课文教学策略探赜

教师在教学自读课文时应凸显学生的课堂主体地位,让学生自读、自测,检验学生阅读能力与自学能力。文章从语文自读课文教学现状出发,分析语文自读课文教学中存在的问题,并结合教学实践,从结合助学系统教学、注重读写结合、注重个性阅读等方面阐述自读课文的教学策略。     

循序引导 自学自立——谈职业生的数学自学教学

以培养学生自学能力为目的,改革课堂教学结构,优化教学过程,采取“自学、议论、引导”的教学方法。其中,自学能力包括三个阶段：自学能力的释放;自学活动的进行;自学能力的评价。改革课堂教学结构要从内容、形式、环节、课型四个方面来入手。教学过程要成为学生为主的智力活动,注重因材施教。促进学生个性发展,师生互动,生动活泼,最终目标是使学生的主动性、创新能力、组织能力、交际能力明显提高。