Preschool teachers' reference to theory of mind topics in three storybook contexts: Reading,reconstruction and telling

The study investigated preschool teachers' references to Theory of Mind (ToM) topics in three storybook contexts: reading, reconstruction, and telling. One hundred teachers introduced and discussed three picture books with groups of five children. The findings indicate that teachers used more mental-state utterances, especially cognitive mental states, during telling compared to the two other contexts, and more during reconstruction than during reading. They referred to false belief more during reconstruction and telling than during reading. The findings can assist in guiding teachers how to read and tell stories with children while integrating ToM topics.     

Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary

This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly predicted later comprehension of metacognitive verbs. This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on Cognitive Development.     

‘Mindreading’ from primary science: using concept cartoons to develop theory of mind in 5–6-year-olds – a pilot study

Building on Woolman’s [2017. ‘Developing 5–6 Year olds’ Social Competence using Concept Cartoons: A Neurocognitive Approach.’ Journal of Applied Psychology and Social Science 3 (2): 90–123. Retrieved from http://194.81.189.19/ojs/index.php/apass/article/viewFile/437/557] findings of Concept Cartoons (CCs) positively affecting aspects of social competence, I explore the effects of CCs in primary Science lessons by teachers who have no experience with CCs on Theory of Mind (ToM) development in 5–6-year-olds. Two Year 1 teachers took part in a mixed methods pre-test-post-test quasi-experimental design with twenty 5–6-year-olds taking part in a metacognition and false-belief tasks and teachers taking part in semi-structured interviews. Significant findings were found in response latencies in favour of the experimental group. Future research would benefit from a longitudinal study on the effects of CCs on ToM development in young children.     

Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings

This article aimed to examine the relationship between mirror neuron and theory of mind functions and to explore their possible roles in the emergence of an achievement goal contagion in educational settings such as classrooms. Based on the evidence from different lines of research such as neurobiology, neuropsychology, social psychology, and educational psychology, a multilevel model of achievement goal contagion was suggested in order to clarify the role of the goal contagion effect in achievement-related settings such as classrooms. In the model, it was assumed that the well-known effects of perceived classroom goal structures on students’ achievement goals were mediated by students’ theory of mind and mirroring abilities while the interaction between them was examined. Finally, it was concluded that the hypothesized model of achievement goal contagion may provide a solid neurobiological and psychological basis for the effects of perceived classroom goal structures on students’ achievement goals. Educational implications and directions for future research were also discussed.     

Theory of mind in children with severe speech and physical impairment (SSPI): a longitudinal study

Six children with cerebral palsy and severe speech impairment took part in a two‐phase longitudinal study of development of social cognition. The children ranged in age from 5 to 7 years old at data collection time 1 and from nine to 11 years old at data collection time 2. Using a model of normal development of Theory of Mind (ToM) suggested by Gopnik and Slaughter (1991), the children were tested on a number of tasks requiring (ToM). The findings suggest that the children with speech impairment follow a normal pattern of development, but with a severe delay compared with children without disability. The results are discussed in relation to problems in early social and communicative experience for the group of children with cerebral palsy and severe speech impairment.     

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two examples from the theory of relativity

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called ‘Einstein's elevator’ and ‘Einstein's train’ can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space.     

3—6岁幼儿合作学习的水平与特点

本研究采用实验方法对3—6岁408名幼儿合作学习的水平与特点进行了研究,得出以下结论：幼儿期各年龄阶段都有合作行为存在,但4岁左右合作行为发展最快;幼儿期合作学习水平呈现出先提高后略微下降的趋势;女孩比男孩更倾向于合作;合作学习小组的构成人数对合作学习效果有一定的影响。     

马克思主义大众化视阈中思政课分层分类教学研究——以《毛泽东思想和中国特色社会主义理论体系概论》为例

《毛泽东思想和中国特色社会主义理论体系概论》承担着践行当代中国马克思主义大众化的重任。培植大学生思想政治素质,坚定“三大自信”,实现教学目标,必须实行分层分类教学,重点在分类教学。它是基于教学大纲和培养目标,针对不同学历层次不同学科专业类学生的实际和学习诉求,采取的差异化教学模式。要紧紧围绕“实现什么样的教学目标、怎样实现目标”这个根本问题,坚持目标至上、以生为本和动态性三原则。     

认知同化论在初中化学概念教学中的研究与实践

化学概念教学是初中化学教学的重点，也是学生学习的难点。奥苏贝尔认知同化理论可为初中化学概念的教学提供理论指导，本文分别从概念的上位关系、下位关系、组合关系的同化方式对初中化学概念的教学进行了初步的探讨。     

教会思维的一般方法——算启教学论及其在教学实践中的应用

在教学中让学生运用已经掌握的思维方法去主动探索到解决某一领域内所有问题的一般方法,将会使教和学的效率大大提高。本文阐述了兰达的“算法——启发式”教学论的基本思想及其培养思维的一般方法;在此基础上作者结合教学实际教学知识点进行教学设计,指出其是研究任何一个有效的课程教学或课程计划设计的一般方法(或方法论),提出了一种新的教学思路,完全有可能大大提高教和学的效率。     

"教学做合一"加强课堂教学的实践性--陶行知生活教育方法论对课堂教学改革的启示

本文通过阐述陶行知"教学做合一",以"做"为中心的教学方法论思想,结合实际探讨了当前课堂教学中存在的问题,指出课堂教学改革的重点是加强实践性,着重培养学生的创新能力和实际操作能力.     

城市社区3～6岁幼儿家庭亲子体育活动现状调查与分析

采用文献资料、问卷调查、数理统计和逻辑分析等方法,对安徽省城市社区3～6岁幼儿家庭亲子体育活动现状进行研究。结果表明：幼儿家庭亲子体育活动的动机主要是增强体质和培养亲情关系,活动频次以每周2次居多,每次活动时间集中在0．5～1小时区间,活动地点多在居住小区、公园广场和学校体育场馆,活动项目以球类、跑步类和棋类为主。有针对性地为城市社区幼儿家庭亲子体育活动的健康发展提出建设性意见。     

Use of the concept of Bildung in the international science education literature,its potential,and implications for teaching and learning

Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed.     

2-6岁在园幼儿受挫的缘由与反应

本研究采用自然情境观察法,对北京市幼儿园大班、中班、小班、托班各9个班的2-6岁儿童在园一日生活中遭遇挫折的情况进行了观察,结果显示2-6岁在园儿童普遍遭遇过挫折事件;其受挫事件主要发生在游戏活动中,并主要由他人(教师或同伴)引发;儿童在面临挫折时以哭、愤怒等消极情绪反应为主,以攻击和大喊等向外行为反应为主,反应持续时间平均为10.6分钟.幼儿园一方面应利用挫折事件发生的契机引导儿童正确认识与积极应对挫折事件,增强儿童的抗挫折能力,另一方面应努力避免让儿童在园遭遇过度挫折.为此,教师应努力建立与维持良好的师生关系,引导儿童同伴交往的良性发展,并在儿童遭遇挫折时给予最大的宽容与充满爱心的耐心安慰和支持.     

把学生带入"愤悱"的境地--小学数学教学中诱发认知冲突的实践与思考

认知冲突既能激起学生激烈的思维振荡,又会催生出乐于学习的积极情感,从而把学生带入"愤悱"的学习境地,为进一步学习蓄积了良好的准备态势.认知冲突源于相宜的问题情境,小学数学教学中应充分利用教材中的矛盾因素和学生认知的特点设置问题情境.     

建构主义教学理论及其对我国基础教育教学改革的启示

建构主义教学理论关注学习者的原有知识经验，注重调动学习者的学习积极性，重视教师与学生、学生与学生、学生与周围环境的互动，倡导学习者在教师的指导下运用原有的知识经验在活动与交往中探究学习、合作学习，注重学习者实际学习能力的培养，强调培养学习者终身主动求知的技能、态度与习惯。我国基础教育课程与教学改革中应注意借鉴建构主义教学理论的注重发挥学习者主体作用，让学生在活动与交往中探究学习的观点，使教学过程成为教师指导下的学生利用原有知识经验进行的主动建构过程。     

Developmental milestones in abused children, and their improvement with a family-oriented approach to the treatment of child abuse

Few objective measures of the efficacy of intervention programs in the treatment of child abuse exist. One such measure may be improvement in the developmental delays often seen in abused children. Using the Learning Assessment Profile, we tested 53 abused children, ages 2.5-5 years, just before and after involvement in our Family Development Center Program (FDC). The FDC emphasizes therapy-group-interaction for parents, where alternative ways of expressing anger are explored. Children attend daily preschool classes, and take occasional outside field trips. Of the 53 children tested 42 (79%) showed greater than expected developmental skills gains. Six children demonstrated no improvement in developmental skills, four of whom had severe developmental delays in one or two areas. Fine motor and language skills were significantly delayed for the group as a whole; these areas showed the greatest improvement after FDC. There did not appear to be an overall association between increased improvement in developmental skills and length of time in the FDC program, although certain subgroups of children appeared to improve with time while others appeared to lose ground. A five-year follow-up study of these children is presently underway. We conclude that a program which involves both parent and child, and focuses on their interaction, appears to be effective in dealing with abusive families; monitoring developmental levels in the abused children is one means of assessing their progress in such a program. Further controlled prospective trials are needed in this area.     

幼儿师范课程设置及创意教学的优化建构--探索我国幼儿教师创造力知识缺失的成因

本文运用文献资料、问卷、访谈等方法,通过对幼儿教师创造力知识的现状调查,从幼儿师范课程设置的角度来分析当前幼儿教师创造力知识缺失的原因,指出了现有幼儿师范的课程设置是不利于培养利发展幼儿教师的创造力,提出了创意教学模式来弥补现有课程设置的不足.     

“三个代表”思想是高校干部队伍建设的行动指南

湛江师范学院党委按照“三个代表”的要求,通过一系列富有成效的措施,努力提高干部队伍的理论和业务素质,形成了干部队伍建设的良好机制,为湛江师院的改革与发展提供了坚强的政治保障,思想保障和组织保障。     

新课改形势下历史教学中新型师生关系的构建尝试

中学历史教学中师生关系的现状和课程改革的发展决定了构建新型师生关系的必要。作为中学历史教师,积极投身改革,在实践中建立新型师生关系成为必需。