母亲对父亲参与儿童早期教养的守门行为分析

以18位学前儿童的父母为对象进行有关母亲守门行为的访谈研究,通过定性分析考察母亲对父亲参与儿童早期教养的支持和限制。结果发现:母亲对父亲教养参与的守门行为包括显性支持、隐性支持、显性限制和隐性限制四种情况。显性支持有鼓励、重视、直接肯定、指导、协助;隐性支持有间接肯定、避免批评、掩饰、支持性的肢体信息;显性限制有直接否定、介入、阻止、破坏;隐性限制有间接否定、忽视、重做、限制性的肢体信息。在父亲参与儿童早期教养的过程中,母亲守门行为具有多样性,其背后的原因以及对父亲教养参与影响的复杂性和情景性也需要进一步探究。     

社会变迁中父亲职能的凸显: 基于生态系统理论的分析

为了解青少年的父母教养投入状况,采用伍新春等人修订的青少年评价父母教养投入行为问卷,对全国2 370名中小学生进行问卷调查。结果发现,其一,父母呈现基本相似的教养投入模式,即规则教导水平最高、生活照顾和学业支持居中、情感休闲水平最低。其二,无论是在总体上,还是在四个子维度(规则教导、生活照顾、学业支持和情感休闲)上,母亲的教养投入水平都显著高于父亲。其三,母亲对女孩的生活照顾、情感休闲和规则教导显著多于男孩;父亲对男孩的规则教导和学业支持显著多于女孩;父母教养投入水平都随青少年年龄的增长而显著下降;父母对独生子女的教养投入水平都显著高于非独生子女;主观家庭社会经济地位越高,父母教养投入水平越高。     

父亲参与的现状及其与幼儿社会能力的关系——母亲教养效能的中介作用

以372名3~6岁幼儿及其父母为被试,采用问卷法考察父亲参与的现状及其与幼儿社会能力的关系,并探究母亲教养效能在父亲参与与幼儿社会能力之间的中介作用。结果表明:(1)父亲参与在生活指导、学习指导两维度得分较高,而在家庭作业指导、家园沟通两维度得分较低,即父亲更多地参与幼儿家庭教育,较少参与学校教育。(2)父亲参与在各个维度上的得分均显著低于母亲参与。(3)建构的结构方程模型发现,除模型M1(父亲生活指导)外,母亲教养效能在父亲参与与幼儿社会能力之间起完全中介作用。     

母亲教养投入与高中生抑郁的关系:应对方式的中介作用

抑郁已成为21世纪影响青少年身心健康的主要原因之一。本研究以575名曲靖市高中生为对象,采用问卷调查法,重点考察母亲教养投入与高中生抑郁的关系,以及应对方式在两者间的中介作用。研究发现:(1)母亲教养投入会直接负向预测高中生抑郁;(2)应对方式在母亲教养投入和抑郁之间起显著中介作用。本研究结果显示,应该进一步重视母亲教养投入对高中生抑郁的重要意义,从国家、社会、学校和家庭各层面做好母亲教养投入的支持工作。     

幼儿情绪能力发展与母亲气质、教养方式的关系

采用问卷法和实验法,以某市幼儿园107名3~5岁幼儿为被试,分析幼儿情绪能力发展的年龄差异,并探讨幼儿情绪能力发展与母亲气质、教养方式之间的关系。结果表明,3~5岁幼儿情绪能力的发展存在年龄差异,且在不同气质类型母亲的不同教养方式下,幼儿的情绪能力发展具有显著差异。其中,耐受型母亲的幼儿情绪能力发展最好;敏捷型、感觉敏感型次之;持续型较低。母亲教养方式为权威型的幼儿情绪能力发展最好;民主型次之;溺爱型较低。母亲气质与教养方式之间存在交互作用。     

维吾尔族、回族母亲教养方式与幼儿社会性发展的相关研究

文章采用分层整群抽样的方法,对维吾尔族、回族母亲教养方式与幼儿社会性发展进行了定量分析并得出了结论。受教育水平越高,母亲权威行为越多,专制行为越少。母亲权威行为越多,越有利于幼儿社会性发展。     

高师学生自信水平与母亲教养方式关系的研究

为了解高师学生自信水平与母亲教养方式的关系,探讨学生性别、生源地、母亲文化水平等对自信水平的影响,本研究采用EMBU量表与自信水平问卷为研究工具,选取某师范大学320名学生为研究对象进行研究。结果发现高师学生的自信程度与母亲的情感温暖、理解因子、过度保护、否认、拒绝、过分干涉、偏爱被试因子有关,其中与母亲的情感温暖、理解因子存在正相关,与母亲的过度保护、拒绝、否认因子存在负相关。所以性别、生源地、及母亲的教养方式影响高师学生的自信水平。     

我国父亲参与幼儿教养的研究现状及展望——基于CiteSpace的可视化分析

随着时代发展和父亲缺位的出现,我国开始重视父亲的教育价值并且对父亲参与幼儿教养问题进行了相关研究。对2005—2020年十五年间我国父亲参与幼儿教养的相关文献进行分析,结果表明：我国关于父亲参与幼儿教养的研究数量在逐年增加,研究领域多集中于心理学;主要研究热点集中于对父亲参与幼儿教养的理论建构。未来关于父亲参与幼儿教养的研究,应拓宽研究方法,重视交叉学科的视角;扩大研究对象,关注农村地区的研究;深化研究内容,加强政策研究;加强机构间合作,形成系统化理论。     

离异家庭儿童行为问题与母亲教养方式的研究

本研究采用父母养育方式评价量表和Rutter儿童行为问卷,对226名幼儿的行为问题与其母亲的教养方式进行了调查。结果发现,离异家庭幼儿的行为问题检出率高,其行为问题与母亲的教养方式显著相关,且离异家庭与正常家庭母亲的教养方式也存在显著差异。说明母亲不良的教养方式是影响幼儿行为问题的重要因素。因此,对离异家庭幼儿行为问题的干预,关键是对母亲教养方式的干预。改善不良的教育方式,是减少幼儿行为问题发生的根本措施。     

The Principle of Assumed Consent: The Ethics of Gatekeeping

The obligation to inform and obtain the consent of human subjects is axiomatic in social and medical research. Yet educational researchers are often reluctant to inform their subjects: class teachers and headteachers, for example, are often used as gatekeepers, and investigators sometimes do not so much seek consent as assume it. This chapter discusses the principle of informed consent, in particular that of children. It proposes guidelines for gatekeepers who may be called upon to authorise research and to grant to investigators access to children in their care.     

外语教师自主:内涵、途径与作用

教师自主是培养学习者自主的前提和保证,两者互为依存,共同发展。掌握二语习得规律和教学反思是外语教师实现自主的有效途径。外语教师自主在促进学生自主学习方面起着举足轻重的作用,他们需要给自主学习者提供心理、技术和情感方面的支持;外语教师在学生自主学习过程中发挥支架作用;外语教师同时需要和外部的权利机构以及学生就课程大纲、教学目标、教学计划和内容等进行长期的协商与对话。     

优化教学:概念·标准·策略

优化教学是指通过改革创新而达到的教学的最佳状态。人类教学事业总是在理想和现实的矛盾斗争中不断发展前进的。一部教学发展史,在某种意义上说,就是人们不断改变不合理的教学现实,不断追求和实现教学理想的历史,即优化教学的历史。合理确定优化教学的标准,是优化教学理论和实践的重要问题。在当前,我们应坚持的优化教学标准是:个人全面发展的质量标准、多快好省的效率标准、真善美的过程标准。在行动策略上,优化教学必须遵循教学规律,大力开展教学实验和教学改革,充分发挥人的主体性。     

The Contribution of Infant, Maternal, and Family Conditions to Maternal Feeding Competencies

OBJECTIVE: Because little is known about the role of family problem-solving processes in the development of mothers' competencies in feeding a very low birth-weight (VLBW) infant, we explored the contribution made by the competence in negotiating displayed by a mother and family member as they jointly problem solve infant-care issues. The infant's neonatal biomedical condition, maternal depressive symptoms, and family poverty status may also contribute to feeding competencies. DESIGN: A sample of 41 mothers of VLBW infants from 2 longitudinal studies who were observed during feeding at 1 and 8 months infant postterm age, with a family member of their choosing, participated in a dyadic problem-solving exercise. We assessed maternal feeding competencies with the Parent-Child Early Relational Assessment (Clark, 1997) and dyadic negotiating competence using an observational scale from the Iowa Family Interaction Rating Scales (Melby & Conger, 2001). We classified infant condition through medical record audit. Maternal depressive symptoms were assessed with the Center for Epidemiologic Studies-Depression (CES-D) Scale (L. S. Radloff, 1977), and family poverty status was determined through the mother's report of family income. RESULTS: Mothers' feeding competencies, structured into 2 factors, Parental Positive Affective Involvement, Sensitivity, and Responsiveness (PPAISR) and Parental Negative Affect and Behavior (PNAB, scored in the direction of low negativity) were stable from 1 to 8 months, accounting for the entire set of predictor variables. Neonatal biomedical condition had no effect on either PPAISR or PNAB; depressive symptoms were negatively associated with PNAB at 8 months; poverty status negatively predicted both PPAISR and PNAB at 1 and 8 months; and negotiating competence of the mother-family member dyad was positively associated with PNAB at 1 month. CONCLUSIONS: Evidence that family poverty status and dyadic negotiating competence were both associated with maternal feeding competencies supports inclusion of these family-level variables in a model of feeding competencies. A mother's negotiating competence with another family member who takes a responsible role in infant care may support maternal feeding competencies during a VLBW infant's early weeks when parenting patterns are forming.     

光电效应和康普顿效应在概念上的比较

本文以光学课程教学中反映出来的疑难问题为线索,对光电效应和康普顿效应作了比较系统的分析,进一步总结出两种现象的物理本质及规律,联系和区别,以促进概念教学。     

Gatekeeping and Competency-Based Education: Developing Behaviorally Specific Remediation Policies

Gatekeeping has long been an integral component of what is now referred to as the Implicit Curriculum, or the context in which professional social work education occurs. Despite its long-standing role within social work education, gatekeeping elicits conflict for both individual faculty members and entire programs of social work education. Much of this conflict stems from a failure to identify objective and measurable standards on which to base gatekeeping decisions. This article proposes using the Council on Social Work Education’s core competencies as behaviorally specific standards for remediation/termination and provides suggestions for developing gatekeeping policies inclusive of these competencies.     

Gatekeeping During Admissions: A Survey of Counselor Education Programs

Within counselor preparation, gatekeeping begins during the admission process. This article focuses on the prevalence of screening procedures used in master's‐ and doctoral‐level counselor educator programs (N = 79) accredited by the Council for Accreditation of Counseling and Related Educational Programs. Additionally, programs' selection and matriculation processes are discussed along with implications for counselor education and supervision.     

Gatekeeping Ourselves: Counselor Educators' Knowledge of Colleagues' Problematic Behaviors

Counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (N = 335) were surveyed about their knowledge of colleagues' problems of professional competency (PPC). Findings suggest most participants are aware of colleagues with PPC. Professional behavior standards must be developed for those entrusted with counselor preparation.     

质的资料分析：理念,思路与基本方法

一、引言 70年代末以来,质的方法在教育领域已经成为广受接纳的一种研究手段。但是,所受到的批评象对它的赞誉一样多。与量化实证研究相比,其神秘性更多表现在对资料进