Language Assessment of ESN (S) Children

Tarry Gibbs Thomas Coram Research Unit, London University Institute of Education, 41 Brunswick Square, London, WC1N 1AZ     

Social Integration of School Age ESN(S) Children in a Regular School

Eleven children classified as severely mentally handicapped were observed after a paper and pencil sociometric test given to non-handicapped children in the school to determine their true level of socialisation with their non-handicapped peers. the social play interactions were categorised on an adapted version of the Parten Social Participation Scale. It was shown that, by utilising non-handicapped children in a peer tutor programme, there was a significant increase in associative and cooperative play whilst there was a significant decrease in the level of negative attention-seeking and inappropriate behaviours.     

Survey of ESN(M) Children in Cheshire

Cheshire Education Authority's attempts to evaluate the effectiveness of its provision for ESN(M) children included the survey discussed here by Eric Shearer, Staff Adviser for Special Education for Cheshire     

Language Abilities of ESN (S) Pupils

Will Swann and Peter Mittler, of the Schools Council project: Education of Severely Educationally Subnormal Pupils, Greenbank School, Hartford, Northwich, Cheshire, report on their findings     

The Representation of Spatial Relationships in the Drawings of ESN(M) and Normal Children

Abstract Two age groups of normal children (7y 8m and 12y 7m) were asked to draw two cubes placed in three different spatial arrangements. A third group of ESN(M) children who had a chronological age of 12y 7m but a mental age of 7y 11m was also tested. Generally, the way that the three groups represented the cubes was in accord with the predictions made from previous research findings. One striking difference, however, was that only the older normal children attempted to depict the solidity of the cubes; in doing so, they represented the model from a viewpoint which was not their own. This finding raises doubts about the assumption that the developmental trend is towards drawing a picture from the artist's own viewpoint. The responses of the ESN (M) children resembled those of the younger normal subjects and both these groups produced more developmentally advanced drawings than had been expected.     

关于教育目的与教育目标、教学和课程目标关系的再思考

教育学界对教育目的问题的讨论没有间断过。我国教育学著作大都注重研究教育目的,而教学论和课程论著作却只探讨教学目标和课程目标,忽视教育目的。本文结合当前培养学生核心素养的视角,提出对教育目的的思考必须与教育目标以及课程和教学目标关联起来,认为建立教育目的与教育目标以及课程和教学目标之间的联系,是实现教育目的、落实"培养什么人、怎样培养人"的有效途径。     

The Prospects for ESN(M) Leavers

Bryan Rodgers questions the arguments of a recent contributor on the employment prospects of ESIM(M) school leavers. The author is a psychologist working at a Medical Research Council Unit, London School of Economics.     

生物教学中的教学目标和教学目的比较分析

生物学教学中的教学目标和教学目的的内涵在以往的教学中没有统一明确的定义，造成一定的混乱和差异．其实教学目的和教学目标既有区别也有联系，运用教学目标书写教案是新课程标准对教师提出的更高要求，是取得良好教学效果和学生学习效果的重要保证．     

Aims and Objectives of German Vocational and Professional Education in the Present European Context

This article is the unrevised text of a speech delivered by Professor Jochimsen at a conference on ‘Education and Working Life’ arranged by the Goethe Institute of London in cooperation with other educational and social research institutes, held at the Institute of Education, University of London, from 20 to 22 April, 1978.