图书馆如何对学生读者违规行为进行教育与管理

通过图书馆违规行为分析大学生"道德失范"的原因,并对大学生"道德失范"的矫正做了探讨。     

论高校图书馆如何应对读者违规行为

图书馆作为一个公共服务教育的一个重要组成部分,是服务性质的学习机构,服务理念应该被重视——忧读者所忧,想读者所想,切切实实的为读者服务。本文从"人性化"的管理理念出发,阐述以人为本的管理方式是图书馆管理的最佳管理方式,有益于高校图书馆更好地为师生服务,并分析高校图书馆读者违规处罚的弊端,从读者教育、提高员工素质、增强监控能力和建设和谐环境四个方面提出应付读者违规的策略。     

试论高校图书馆读者违规行为及其处理措施

在知识经济时代,图书馆实行全开架借阅,对全方位开放服务中的现象,本文指出了高校图书馆常见的违规行为及其成因探析,并对其违规行为简要提出了处理措施及对策。     

高校图书馆预防读者违规行为的几点建议

随着高校图书馆服务项目的多元化,读者有意无意的违规行为也时有发生。高校图书馆应针对读者群的特征及心理,加强图书馆与读者的沟通,完善图书馆规章制度,并依法治馆,预防读者的违规行为,从而更好地为读者服务.     

如何对学生进行职业道德教育

开展职业道德教育，首先根据学生实际，分阶段确定培养目标，然后，针对不同阶段目标，采取灵活的教育方式：常规教育、课堂教育、班会教育、德育活动、社会实践等。     

高校图书馆读者违规现象的分析及人性化处理

目前,我国高校图书馆普遍采取书刊开架,借阅藏一体化的管理模式。借阅藏一体化管理模式是图书馆服务"以人为本、读者至上"宗旨的充分体现,也是今后图书馆管理模式的发展趋势。高度的开放和高度的自由,虽然使读者可以在图书馆内享受更充分的自由,减少了对读者的约束,方便了读者。但由于个别读者缺少必要的社会公德和道德素养,其在图书馆的违规明显增加,给其他读者利用图书馆和图书馆的管理带来了一定的困难。文章从心理学的角度出发,对高校图书馆违规读者的心理进行了分析,探讨了大学生读者违规行为进行人性化处理的原因,并提出了人性化处理的实现要素。     

如何对学生进行思想品德教育

青少年是国家的希望和未来,少年兴、则国兴;少年亡、则国亡。青少年的思想品德教育至关重要,所以我们要从基础开始对学生加强思想品德教育。一是要加强学生思想品德的培养。（1）要加强道德认识的培养。（2）加强道德情感的培养。（3）要加强道德意识、行为的培养。二是学生的思想道德行为习惯的培养。（1）要从小重视小学生的良好品德的形成。（2）学校要把思想品德教育摆在素质教育的首要位置。（3）创设良好的家庭环境,促进学生思想道德的发展。只有从小培养学生的良好思想道德,才能培养出全面发展的21世纪的人才。     

对高校图书馆违规读者进行批评教育的工作艺术

面对读者违规行为,高校图书馆工作人员应在尊重读者的基础上,注意批评的方式、方法,善于运用暗示、幽默、迂回等批评教育艺术,切实发挥高校图书馆的教育职能,塑造读者良好的个性品质,营造图书馆良好的学习氛围.     

高校图书馆与创新教育

高校图书馆在实施创新教育的过程中是一种独特的教育资源。是人才知识结构,创新思维的形成,创新能力的提高起着促进作用的客观的物质条件,是培养创新人才不可缺少的主体实践活动。     

论高校图书馆的学生馆员管理

学生馆员参与图书馆工作,能使图书馆及学生馆员双方受益.高校图书馆要正视目前学生馆员管理工作中存在的不足,努力完善学生馆员管理工作,以促进图书馆事业的不断深化改革与和谐发展.     

浅谈高校图书馆开架书库的读者服务工作

高校图书馆实行开架借阅是借阅服务体制的发展趋势。要搞好开架书库的读者服务工作,工作人员就要提高自身的素质,满足读者的需求,更好地为读者服务。     

论大学生读者公德失范行为与高校图书馆的应对措施

从高校图书馆的角度论述大学生读者公德失范的种种现象、失范原因,提出图书馆在规范大学生读者不良行为,进行大学生公德教育等方面应采取的措施.     

Teacher Locus of Control,Teacher Behavior,and Student Behavior as Determinants of Student Achievement

Abstract

The relationship between teacher locus of control (A), teacher behavior (B), student behavior (C), and student achievement (D) was investigated. It was predicted that internal teachers would produce higher achieving students by maintaining a controlled learning environment, thereby engaging students in more appropriate on-task behavior. The first part of the study found modest correlations between I-E scores of 44 fourth grade teachers and student achievement in reading, language, and math. In the second part, the behavior of a subsample of 17 teachers and their students was observed. Although the complete A-B-C-D link was not obtained, several parts of the model did relate significantly.     

谈学生图书馆管理员的作用

学生图书馆管理员作为学生与图书馆之间的纽带，对我校图书馆各项工作的展开起到积极的作用，不但部分解决了我校图书馆人手紧张的问题，成为图书馆工作人员的得力助手，而且，他们也在图书馆工作的实践中进一步完善了自我，为毕业后的社会工作提供了良好的心理准确。     

学生道德品质形成机制探析

探讨学生道德品质的形成机制,不仅是揭示学生道德发展规律的需要,而且也是针对性地开展学校道德教育并提高其成效的需要.本文在对道德内化和道德外化的重新认识和明确界定的基础上,通过考察学生道德品质形成过程的不同观点,构建了一个学生道德品质形成的内化--外化交替转化模型,比较全面和真实地揭示了学生道德品质的形成机制.     

如何构建和谐图书馆

和谐图书馆是和谐社会的一部分,必须努力构建图书馆管理者与馆员、馆员与馆员、馆员与读者等彼此间的高度和谐。     

Student Discipline and Alleviating Criminal Behavior in the Inner City

It is reasonable to assume that sound student-discipline practices and methods of alleviating criminal behavior are grounded in a sound philosophy. Developing individual locus of control through comprehensive methods is a proactive approach to encouraging behavior modification in or outside the school building. This approach is consonant with the philosophy espoused by pragmatists such as John Dewey and several scholars of motivational theory. Within this context, student-discipline policies in one inner-city elementary school were developed through seminar and focus group sessions comprising education and social work professors, university students, and education/social work practitioners. Emanating from these discussions are solutions (supported by the literature) to school violence and discipline problems within urban school systems which are comparatively different from remedies suggested by a citywide (St. Louis) violence task force. Recommendations are based on an interactionist theory of student discipline and viewing the school as an integrative process promoting internal control. Suggestions include holding high expectations of all students, coaching for self-discipline, modeling appropriate behaviors, multisystem and multisector involvement, home-school linkages, and viewing teaching as an art.     

Teacher Evaluation of Student Behavior and School Dropouts

Abstract

An investigation to determine if on the basis of behavioral trait “classroom teacher” could Identify students who would later quit school. Two groups were established from Ss entering: the ninth grade during: a two-year period (N = 96). One group graduated four years later. The second group left school prematurely. Ratings were obtained from 506 teachers on Ss in seven areas of behavior. The findings Indicated that male dropouts were rated significantly less favorably on all criteria when compared with male graduates. Similar findings were obtained with female dropouts and graduates. Teacher evaluations of student behavior were reliable predictors of future school attendance and reflective of pupil adjustment.