注重情商开发 培养适用人才

文章阐述了情商的基本概念及其内涵,强调了情商主要靠学校的开发和培养,并提出了怎样从树立正确的学习动机、激发学习兴趣和培养良好的心理素质等几方面入手来开发和培养学生的情商。这对于学校教育具有借鉴作用。     

Estimating scale,diversity, and professional training of environmental educators in the U.S.

After decades of growth in environmental education (EE) in the US, the number of practitioners in the field remains unknown. A national study was conducted to estimate the field’s size through an online consumer survey panel stratified by race, ethnicity, and geographic region representing the US adult population. In addition to demographic data, three categorical questions assessed self-perceptions as environmental educators, the paid/unpaid nature of their work, and educational background in EE. Near one-fifth of the sample identified as environmental educators. Sample estimates of the overlap of environmental educators in formal education, non-formal, and unpaid (volunteer) work and their population numbers were used to calculate a conservative estimate of approximately 3.9 million environmental educators in the US Racial minority groups comprised 47% of the total number of environmental educators, indicating they were over-represented among those who consider themselves environmental educators compared to the general population. These results counter traditional assumptions that EE itself is not diverse, suggesting that inclusive practices may require more attention to who is currently excluded in organizations with low representation of minority communities.     

Learning strategies. A training programme

We elaborated and applied a training programme to teach learning strategies to students in continuing adult education courses in Valencia (Spain) throughout an academic year. We worked with one control group and with one experimental group. These groups were equivalent in terms of pre-test assessments and there was not any significant difference of means either in learning strategies or in marks in Spanish and Maths. We found significant difference of means in the post-test, after the training programme, in learning strategies, and also an important difference in marks. Experimental students improved their learning strategies significantly along with their marks in Spanish and Maths, whereas control students didn’t improve either their learning strategies or their marks. So we obtained generalization and transference of results. We think that these results are important and that they confirm the effectiveness of the methods of the educational intervention which we used. This intervention is placed in the field of learning to learn.     

树立大培训理念 推进企业培训大发展

首先就是要树立大培训的理念。包括以下三方面内容：第一，大规划。要站在全省企业培训的角度，打破企业所有制界限，大胆把民营企业、台资企业、中外合资企业等纳入我们的视野，根据福建省经济发展和企业的实际需求，全面系统地制定全省企业培训五年规划。第二，大制作。要深入开展调查研究，根据不同规模不同行业     

Does speed-reading training work,and if so,why? Effects of speed-reading training and metacognitive training on reading speed,comprehension and eye movements

Background

Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.

Methods

We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M_age = 22.77 years, SD_age = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.

Results

Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.

Conclusions

We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.

     

Self-regulation,self-Control,and management training transfer

Kuhl (1996, Enzyklopädie der Psychologie, Serie Motivation und Emotion, Bd. 4, Motivation, Volition und Handlung (pp. 665–765). Göttingen: Hogrefe) differentiates between two modes of action control: self-regulation and self-control. The purpose of the present study is to investigate the relevance of self-regulation and self-control in management training transfer. Three hypotheses were derived from Kuhl's theory. The first is that self-regulators remember intentions better than self-controllers. The second is that self-regulation is associated with positive emotions, whereas self-control is associated with negative emotions. The final hypothesis is that self-regulation increases the success of training transfer, whereas self-control impedes the success of training transfer. To test these hypotheses, a longitudinal field study was conducted with 82 managers participating in two 2-day training sessions. Self-regulation and self-control were measured at the outset of the training session using the Volitional Components Inventory (VCI) (Kuhl & Fuhrmann, 1998, Lifespan perspectives an motivation and control (pp. 15–49). Hillsdale; NJ: Erlbaum). The dependent variables — intention memory, emotions, intention realization, and criteria fulfillment — were assessed three months after the course. The results corroborate Hypotheses 1 and 2; partial support was found for Hypothesis 3. Discussing these results, several suggestions for improving managers’ self-regulation are proposed.     

制图员技能大赛选手的培养

文章简要介绍了全国水利高职院校制图员技能大赛的基本内容,提出了选手的培养途径。     

Student,training institution and school — The crucial triangle in teacher training

This article looks at some, important issues in the design and operation of teacher training courses. It outlines a model of teacher competence that has been developed at North East London Polytechnic and examines the way the model works in one course; a Post Graduate Certificate in Education. Of particular interest are the relationships which have been developed between the Polytechnic, local secondary schools involved in the scheme, and the student. The article concludes by discussing the mode of assessment and also considers some staffing issues.     

Project Infusion: teachers,training, and technology

ABSTRACT

This paper describes a teacher training project at Barry University in Miami Shores, Florida. The purpose of this project is to develop, implement, and evaluate a model for providing district‐wide teacher training in the use and integration of instructional technology to achieve curricular goals that are competency‐based and designed to be world class standards. The project was funded by the US Department of Education's Fund for Innovation in Education for a period of three years. During that time, 284 elementary teachers received graduate credit at Barry University for participation in an intensive course on the infusion of technology across the curriculum and for conducting teacher training at their own schools. This paper describes the teacher training model and preliminary results of the project.