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在师生的日常交往中,师生良好的信任关系是双方合作学习的基础,但这种信任关系往往由于无形而容易被教师忽略。当儿童对教师缺乏信任时,不仅会影响师生和谐关系的建立,而且也会给儿童带来不良的心理影响。据此,通过对访谈文本的现象学分析,可以发现儿童不信任教师是一种免受教师恶意、不公平对待、成绩失败的自我保护机制。教师要正确理解儿童不信任行为背后的含义,适当满足儿童不信任行为背后的自我保护需要,引导儿童采用积极方式满足自身的需要。 相似文献
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学生的自我妨碍行为及其干预 总被引:12,自引:0,他引:12
自我妨碍是一种自我保护性的归因策略。学生会有意无意地采取不努力等行为来妨碍自己的学业表现,这样在失败时避免对自己作缺乏能力的归因,以保护自我价值。自我妨碍行为的潜在认知机制是防御性的归因模式:这种归因的不确定性不仅使个体作相对消极的自我评价,而且使自我妨碍行为得以延续,针对自我妨碍者的这种认知特点,归因训练是一项有效的干预措施,教育者要对学生作自我提高的归因训练,在教育情景中要对学生的表现作出确定的评价反馈。 相似文献
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侵犯行为是一种经常发生在儿童、青少年群体中的现象,是发展心理学、社会心理学、学校心理学以及犯罪心理学的研究中比较活跃的一个领域,也是具有重要实践意义的一个研究领域。不同的理论对侵犯行为有不同的假设,由此提出的干预措施也各有特点。其中,道德推理和角色采择能力训练、自我控制训练、认知重建训练、问题解决技能训练和社会技能训练等都是以社会认知理论为基础而提出的干预措施,是国外研究者经过实践总结出的较为有效的干预手段。 相似文献
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在对一名学龄前自闭症儿童自身旋转刻板行为的干预中,运用单一被试实验法的实验设计,采用感觉统合结合运动训练的综合干预方案,进行为期11周的干预。干预后该儿童旋转的刻板行为消失,表明提高感觉统合和粗大运动功能对自闭症儿童刻板行为有明显的改善作用。 相似文献
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自闭症是一种广泛性心理发展障碍,社会互动困难是自闭症儿童的最主要特征。人际关系发展干预疗法(RDI)依据一般儿童习得建立情感关系能力的方式,运用详细的人际发展评估方式,以游戏为主导,采用指导师和家长引导式参与游戏的方式,训练孤独症儿童进行"经验分享"这种重要的社会互动行为,对培养孤独症儿童的情感协调机制具有较好的效果,对自闭症儿童的训练模式的探索具有重要的启示作用。 相似文献
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正向行为支持法干预孤独症儿童问题行为的个案研究 总被引:2,自引:0,他引:2
研究应用正向行为支持法,对一名孤独症儿童表现出的两种带有刻板和自伤性质的问题行为进行了干预,旨在验证该方法对干预孤独症儿童问题行为的有效性,并对干预的过程进行实践探讨。治疗小组基于前期行为分析的结果,制定针对性的干预计划,运用了前提控制、消退、区分强化等行为矫正策略,进行为期约三个月的干预。总的研究过程包括行为功能分析和干预实施等五个阶段,每个阶段都通过问卷和观察等形式收集数据,最终通过数据对比得出结论,认为:对孤独症儿童的行为问题,应注重外部因素也就是从环境因素中寻找其原因;采用正向行为支持法的策略来分析和处理孤独症儿童行为问题是有效的;在孤独症儿童干预中应关注其身心特征,采取有针对性的教学训练策略。 相似文献
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An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.
The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning. 相似文献
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This study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention‐Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third‐grade students, including four students diagnosed with ADHD, to use self‐management and peer‐monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self‐monitoring/group contingency intervention substantially decreased inappropriate talking‐out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
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校本师资培训与课堂观察 总被引:1,自引:0,他引:1
杨晓 《山西师大学报(社会科学版)》2002,29(4):145-148
校本师资培训作为满足教师工作需要的校内培训活动,是建立在“为了学校、基于学校、在学校中”的基础之上的。其重要途径之一是通过课堂观察,促进教师反省,使教师更清晰地意识到课堂教学中所发生的事情,进而解决学校教育教学中存在的问题,促进教师的专业成长和发展。这主要是因为课堂观察所具有的反思性、科学性、发展性、合作性等特点与校本师资培训的其他途径相比较有着更为独特的优势。 相似文献
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Thomas P. Gumpel 《Psychology in the schools》2007,44(4):351-372
We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that prosocial behaviors as well as inappropriate behaviors exist comorbidly in behavioral repertoires, supporting a performance rather than acquisition model of social competence difficulties. In Study 2, an ABAC design was used to examine the efficacy of a self‐management intervention with noncontingent (B) and contingent (C) reinforcement for three elementary aged boys with EBD. Generalization was demonstrated in natural settings for the contingent reinforcement phase only, but was not observed over time. Study 3 replicated Study 2's procedures using an ABAC multiple baseline across participants design with a sample of adolescents with varying degrees of mental retardation. Two of the three participants responded favorably to the self‐monitoring training and showed marked improvements in prosocial play skills during recess; for the third participant, no behavioral changes were observed. Results from all three studies are discussed from a social learning theory perspective. The efficacy of the data collecting procedure and implications of the results are discussed. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 351–372, 2007. 相似文献
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英国的思维教育及对我国的启示 总被引:7,自引:0,他引:7
越来越多的国家意识到教授思维技能的重要性。2000年英国以培养学生进行有效思维和学习为出发点,正式将思维教育纳入国家课程,将培养思维能力渗秀到普通课程中,建立了思维教育课堂教学模式,该工体现了建构主义的学习理念,启示我们应以学生为中心,以培养思维技能,团体协作精神和自我管理能力为主要目的,构建课堂教学模式,使学生在课堂情境中学会学习,学会思考。 相似文献
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This study demonstrated the benefit of teaching text comprehension strategies to adults who are poor readers. Subjects (n=90) were students enrolled in adult education programs who earned a score of 90 or above on theSlosson Intelligence Test and a score equivalent to a 3rd–7th grade reading level on theNelson Denny Reading Test. These subjects were randomly assigned to one of three experimental or two control conditions. Experimental conditions were: self questioning and summarizing instruction (total condition); self questioning instruction only; or summarizing instruction only. Control conditions were: tests and experimental materials without instruction; or tests only. Experimental subjects were instructed in small groups for six 45 minute sessions using an instructional method which features informed self control training and guided learning. Analyses of covariance showed significant differences between the performances of the groups. On one measure, a question task, subjects who self questioned and summarized, and subjects who self questioned, significantly out performed the two controls. On a second measure, a free recall task, subjects who self questioned and summarized significantly outperformed control groups combined. Contrary to expectations, the self questioning and summarizing condition (total condition) did not significantly outperform the other experimental groups. 相似文献
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This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
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Susan Quine 《Educational gerontology》2013,39(7):661-673
This article describes a medicine information training project initiated through concerns of older people in Australia about the inappropriate use of medicines and adverse consequences on their health. The training program uses experiential and adult learning strategies to train older people to act as advocates and peer role models to inform their peers on the wise use of medicines. The process evaluation conducted established the high quality of the training program's content, staff, documentation, and other resources. However, feedback from graduates indicated the difficulties experienced by older learners when the training is too concentrated. The wide reach of the program, as assessed through the extensive recorded activities of the program's graduates in the community, was positive. The immediate impact evaluation on those completing initial training identified an increase in self‐reported self‐esteem, whereas the intermediate evaluation on experienced graduates showed that growth in personal development had been sustained several years post‐graduation. None regretted volunteering to be trained and all reported deriving great satisfaction from assisting their peers. They would recommend the training to others, but only if they are willing to listen and invest the time needed during and after training. Relatively high rates of attrition due to death, ill‐health, and family commitments were recorded and implications noted. This project successfully mounted a community‐based program to train older people to act as peer educators, with noticeable benefits to program participants. The procedures used, and the insights obtained through participants’ feedback, have relevance for planning other training programs for older learners. 相似文献
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AMANDA FULFORD 《Journal of Philosophy of Education》2009,43(2):223-237
In this paper I consider one aspect of how student writing is supported in the university. I focus on the use of the 'writing frame', questioning its status as a vehicle for facilitating student voice, and in the process questioning how that notion is itself understood. I illustrate this by using examples from the story of the 1944 Hollywood film Gaslight and show that apparent means of facilitating voice can actually contribute to a state of voicelessness. The paper considers what recovery of voice entails and the role of the 'voice coach' both in the film, and in the classroom. Drawing on the work of Stanley Cavell, his readings of Gaslight and of the American writers Thoreau and Emerson, I explore the themes of crisis and transformation in relation to the self and society. Thoreau's notion of the father tongue and his metaphor of the axe are considered in relation to the concept of voice and are shown to be suggestive of a mature relationship to language and of an Emersonian self-reliance that is denied by the mere technical skill and mastery learning of some current approaches to academic writing. 相似文献