共查询到20条相似文献,搜索用时 15 毫秒
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This article examines from a historical perspective the theories and approaches to family counselling. Having been planted in the 1940's, the family counselling movement continues to develop into a major counselling perspective with considerable theoretical and professional influence. Major schools of family counselling theory and practice are examined. Future directions are identified, such as social constructionism, gender issues, normative bias, counsellor as expert and integration of individual and systemic theory.Paper presented at the 1994 International Round Table for the Advancement of Counselling (IRTAC) conference in Munich, Germany. 相似文献
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陈兰香 《楚雄师范学院学报》2005,20(5):53-60
教育全球化是当今世界发展进程中无法阻挡的历史潮流.根据全球化时代教师教育的特征和我国基础教育改革与发展过程中新师资供求关系的结构性变化,教师教育尤其是本科层次小学教师教育面临着新的困境.创新和构建既具有中国西部边疆少数民族地区特色又能与国际教育接轨的新型小学教师教育体系,是云南省楚雄师范学院初等教育系多年来探索实践的主要课题.这个具有西部民族地区特色和职前职后一体化专业特色的教师培养体系,对高师院校本科层次小学教师教育具有极大的借鉴意义和社会应用价值. 相似文献
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David Waugh 《Literacy》1998,32(2):14-17
Punctuation has definitely been, until quite recently, a neglected area of study in thinking and research on writing. This has meant that strategies for teaching punctuation have lagged behind, say, those developed for teaching spelling. David Waugh attempts in this article to redress some of this balance by laying out some practical ways forward in teaching punctuation. 相似文献
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H.-F. Shang 《International Journal of Lifelong Education》2013,32(4):291-299
The purpose of this paper is to make a thorough analysis of the comparisons between the alternative approaches: natural approach, whole language approach, learner-centered approach, and participatory approach. The rationale, design, use, and research findings about the effectiveness ineffectiveness of each approach will be compared and presented. Also, conclusions about effective instructional components to include in an adult language programme will be discussed. 相似文献
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赖旭 《四川教育学院学报》2005,21(Z2):212-213
为提高体育教学的质量,增强学生的综合素质,有必要对体育课程的教学资源开发进行研究.在这一过程中,体育教师应转变观念,提高素质,充分考虑学校的体育设施资源,积极进行教学科研,改进教学方法,针对学生的实际,进行有创造性的资源挖掘,有效地提高学生的学习积极性,全面提高学生的身体素质. 相似文献
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According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable difficulties and other problem-solving-first) frameworks suggest that scaffolded problem-solving activities (a generation phase) preceding explicit instruction enhance learners’ performance. The reported experimental study investigated the effectiveness of different levels of instructional guidance provided to students during the learning phase preceding explicit instruction in standard solution procedures in enhancing students’ engagement and transfer problem-solving skills. Specifically, the study compared partially-guided or unguided attempts at generating problem solutions as opposed to comprehensive guidance, in the form of a worked example. Levels of experienced cognitive load and learner motivation were evaluated in addition to delayed post-test performance scores. There were no differences between the three groups on the transfer post-test outcomes, even though the condition with fully-guided worked examples prior to the explicit instruction expectedly reduced cognitive load relative to the conditions without such guidance. There were also differences between the conditions on some sub-dimensions of the motivation scale. In general, the findings indicate that similar overall outcomes (delayed transfer performance) could be achieved by different sequences of instructional tasks aimed at achieving different sets of specific goals. 相似文献
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Guarino Cassandra M. Stacy Brian W. Wooldridge Jeffrey M. 《Educational Assessment, Evaluation and Accountability》2019,31(4):437-463
Educational Assessment, Evaluation and Accountability - Nations, states, and districts must choose among an array of different approaches to measuring school effectiveness in implementing their... 相似文献
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作为科层制组织的学校,管理者权威是不可或缺的。以工具理性而言,管理者权威可以通过指令和物质诱因为主的管理方式,依赖规章制度、物质刺激等"显性模式"获得;但从价值理性的角度看,作为社会专业性组织的学校管理者权威,应当以促成教职工认同管理者秉承的办学理念为目标,建立双方合作—激励关系为指向,通过价值观念、教育理念和工作方式等认同的"隐性模式"来构建。 相似文献
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关于依法治校途径的思考 总被引:1,自引:0,他引:1
王霞 《安阳师范学院学报》2002,(3):24-25
现代化教育应当是以法治为基础的教育。实现教育现代化,必须依法治校。依法治校首先需要界定其内涵,确立依法治校的标准,同时营造依法治校的外部环境和内部环境。 相似文献
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Beth Barker 《International Journal of Inclusive Education》2018,22(6):638-654
A growing body of research, largely from the global North, and particularly from North America, highlights the increasing psychiatrisation, medicalisation and psychologisation of children and childhood, and suggests that schools and educators play a key role in these processes. This increasing diffusion of psy-expertise within educational spaces signifies a cultural shift that has profound effects on teacher and student subjectivity, and on institutional and professional practices. Educators in many countries are said to be on the ‘front-line’ in identifying mental health issues, recommending treatment pathways, and sometimes helping to administer psychopharmaceuticals. The alacrity with which educators engage in these practices varies internationally, with reported occurrence being much higher in the United States and Canada, compared to the United Kingdom, where there is a lack of research. Drawing upon a case study in a UK primary school, this paper makes an original and timely contribution to research into UK teacher’s perceptions of inclusion in relation to social, emotional and behavioural difficulties and, in particular, attention-deficit hyperactivity disorder, as they navigate the interface of psychology and education. Contrary to some previous research, the educators in this study viewed the distribution of psychopharmaceuticals negatively, and showed a preference for psychotherapeutic approaches to inclusion. This research provides much needed empirical findings to a growing but largely theoretically informed body of research exploring whether, and if so then how, educators are implicated in the mobilisation of psy-expertise within children’s lives. 相似文献
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If statistical projections are accurate, by the year 2000 there will be 10 million children, worldwide, infected with the Acquired Immune Deficiency Syndrome or AIDS virus (The World Health Organization). This is considered by Dr. Jonathan Mann of Harvard University's International AIDS Center to be a conservative estimate (Signor, 1992). We do know as a fact that by 1991 in the United States there were 3,624 children under the age of 13 who had been diagnosed with AIDS since 1981, and 211,633 adolescents and adults diagnosed during that same period (United States Federal Centers for Disease Control). There are many who believe that counseling with students who have AIDS soon will become the major challenge facing school counselors (Arnzen, 1992). This article will discuss a two-pronged approach for use by school counselors in responding to AIDS in the school setting: a preventive approach through AIDS education, and a model for counseling with students. 相似文献
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Anthony Lolli 《Psychology in the schools》1980,17(1):70-75
Even though the role of the school psychologist has become more diversified in recent years, many public school systems remain unaware of the range of potential competencies available. A number of suggestions are made pertaining to practitioner-initiated activities that can serve to facilitate implementation of the desired role. 相似文献
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Heidi Hsia 《Psychology in the schools》1984,21(3):360-367
Different theoretical approaches to school phobia/school refusal are reviewed briefly. A structural and strategic approach is presented in which school phobia and school refusal are viewed as two ends of a continuum of progression from “involuntary” symptoms on one end to “willful” refusal on the other. In later stages of school phobia/school refusal, the symptom becomes no longer a fear response, but takes on a protective function for the entire family. A treatment case is reported to demonstrate the strategies of reestablishing the proper parent-child hierarchy, strengthening the sibling subsystem within the family and increasing the involvement of peripheral family members, and establishing positive links with the school system, as well as the principles of effective case management. A vigorous and intensive treatment of school phobia/school refusal is advocated. 相似文献
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The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience. 相似文献