大学生心理分析在课堂教学中的应用

学习心理是影响学习效果的重要因素,随着社会条件的变化,当前的大学生学习心理也相应有着很强的时代特征,高校教学模式与目标也应该反映和适应社会形势与教学对象心理的变化,大学课堂教学中合理分析和利用学生心理也就因此变得重要。     

跨学科学习评价框架分析：国外经验与启示

跨学科评价框架主要以跨学科知识的可迁移性和学生在学习过程中学科知识素养、能力素养的变化为出发点,当前已基本形成了评价跨学科学习综合能力和评价跨学科学习学科素养两种类型的跨学科评价框架。国外跨学科学习评价的框架主要有将学习任务情景化、将学习过程可视化、将评价方法技术化、将评价结果证据化等特点,这些对我国进一步构建跨学科学习评价框架有一定的启示作用,有助于进一步提升跨学科学习评价的科学性,更好地发挥跨学科实践的价值。     

At Risk on the Border: Assessment of Student Learning at an Hispanic Serving Institution

Hispanics face multiple barriers to academic achievement. This study measured learning in an undergraduate criminal justice program at an Hispanic Serving Institution bordering Mexico. We estimated the average gains students achieved across core content areas using a technique that can be used by other faculty as part of program assessment. The majority of participants were Hispanic first-generation college students. An independent samples t-test was used to examine differences between freshman- and senior-level students, and the Lovett/Johnson model (2012) model was used to measure student gains using regression analysis. Results indicated that seniors showed meaningful gains at every level.     

大学生阅读心理浅析

本文从高校图书馆的工作实际,对大学生读者阅读的特点、目的和动机及阅读兴趣、阅读需求进行了分析,对于正确引导大学生读者有效利用图书馆阅读有所裨益。     

An Analysis of Metaphors Used by Students to Describe Energy in an Interdisciplinary General Science Course

The meaning of the term energy varies widely in scientific and colloquial discourse. Teasing apart the different connotations of the term can be especially challenging for non-science majors. In this study, undergraduate students taking an interdisciplinary, general science course (n?=?49) were asked to explain the role of energy in five contexts: radiation, transportation, generating electricity, earthquakes, and the big bang theory. The responses were qualitatively analyzed under the framework of conceptual metaphor theory. This study presents evidence that non-science major students spontaneously use metaphorical language that is consistent with the conceptual metaphors of energy previously identified in the discourse of students in introductory physics, biology, and chemistry courses. Furthermore, most students used multiple coherent metaphors to explain the role of energy in these complex topics. This demonstrates that these conceptual metaphors for energy have broader applicability than just traditional scientific contexts. Implications for this work as a formative assessment tool in instruction will also be discussed.     

Photographs Generate Knowledge: Reflections on Experiential Learning In/Outside the Social Work Classroom

Building active learning strategies into courses can be risky, but the benefits to students often outweigh the concerns, as in the case presented here. The process began as an attempt to employ experiential learning, through the use of photovoice, to enhance the teaching of an undergraduate social work research course. In later courses it blossomed into a community-based research project that saw the students interacting directly with people who had experienced homelessness, and with community agencies. This article explains the transformative process that took place in Canada over 3 academic years. It includes an overview of the photovoice research approach, a discussion of the methodologies used, and reflections on student experiences during a process based on principles of co-learning, mutual benefit, capacity building, and long-term commitment to the goal of social change.     

大学生社会实践评价机制研究

构建完善的评价机制是提高大学生社会实践实效性的重要举措之一,但是理论界尚无系统、全面的研究。从大学生社会实践本质特点出发,从评价的基准和原则、评价的内容、评价的方法、评价的实施等方面,对大学生社会实践评价机制进行了探讨。     

在校大学生学习适应性的调查研究

以河北省邢台学院的300名在校大学生作为被试,从学习动机、学习能力、学习态度、教学模式、环境因素及身心健康等六个维度对学习适应性问题进行了研究.结果表明：（1）大学生的学习适应性水平总体上不乐观,处于偏低水平,尤其是在教学模式适应和学习态度适应方面.（2）男生和女生在学习适应上没有显著差异.（3）本专科生在学习适应性上差异不显著.（4）独生子女与非独生子女在学习适应性上没有显著差异.在学习能力方面,独生子女与非独生子女存在着显著差异,非独生子女明显好于独生子女.在学习态度方面,独生子女与非独生子女存在着显著差异,独生子女明显好于非独生子女.（5）大学生适应性在居住地城乡上没有显著差异.（6）各个专业的学生在学习适应性上存在着极其显著差异.各个专业在环境适应、教学模式适应方面存在着极其显著差异,在学习动机、身心健康方面存在着显著差异.（7）各个年级在学习适应性上没有显著差异.各个年级在环境适应方面存在着显著差异,在其他方面差异不显著.     

大学生学习意向调查

用问卷法对57名（男24,女33）在校大学生的学习动机,学习内容的选择以及对教师教法的期望等心理状况进行了调查和分析,调查结果显示,80％以上学生的学习动力来源于自己向往的长远目标,77．1％的高的学生能够认识到学好规定课程是学生的首要任务;大部分学生认为,教师与学生关系融洽有利于学习。     

城郊初级中学学生学习心理的调查与分析

当前城郊初中学生的教育价值观趋向多元化、务实化、功利化,学习需求呈纵向多层次和横向多目标,学习目的明确,但具有主观性和不协调性。要使学生形成健康向上的学习心理,需要采取增加投入,重视教育与心理辅导,解决教师能力滞后等问题。     

智慧教室环境下大学生学习环境偏好与学习策略的关系探究

为探究智慧教室环境下大学生学习环境偏好与学习策略之间的关系,文章以华中地区H大学在智慧教室环境下学习的本科生为研究对象,通过"智慧教室环境偏好量表"和"大学生学习策略量表",调查了大学生在智慧教室环境下的学习环境主要偏好、学习策略整体水平以及两者之间的关系,结果发现:大学生对智慧教室环境持积极认可的态度,智慧教室环境下大学生的学习策略处于中等水平,大学生学习环境偏好与学习策略显著正相关。此结论表明,改善大学生对智慧教室环境的偏好对于提高其学习策略水平具有重要意义。     

大学生创业心理调查与对策研究

以问卷调查方式对在温州3所高校就读的大学生开展关于创业心理的调查研究,结果发现:大学生对创业表现出普遍的关注和兴趣,对专业学习与创业实践有较清晰的认识;当前大学生的创业动机表现出多元化特征;有较为强烈的创业意愿和明确的创业期待.高校应开设就业指导课,完善大学生创业知识结构;强化创业动机,激发大学生创业愿望;创设条件,扶持创业项目.     

Influence of the Curriculum and Learning Environment on Group Learning Approaches Outside the Classroom

Case studies are presented of the out-of-class behaviour of two contrasting class groups of university students from departments with very different learning environments. One group displayed avoider behaviour, by working together to minimise the amount of work each individual had to do. The other class consisted of more coherent groups of students who socialised together and worked to reach a better understanding of conceptual material; we labelled this engager behaviour. The cases show that both the levels of social coherence of the groups and the out-of-class group learning approaches were strongly influenced by: the curriculum, the type of teaching, the nature of the assessment, the relationship between teachers and students, and the environment within the respective departments. This revised version was published online in July 2006 with corrections to the Cover Date.     

浅析新闻事件流行语的语言特点及心理动因

近几年,基于新闻事件而产生的流行语不断涌现,这类流行语在语音、词汇、语法等方面都有不同程度的变异,产生了不同的修辞效果,同时,新闻事件流行语也是一种"狂欢式"的话语表达,体现了普通大众的狂欢心理和游戏心态。     

视觉文化时代大学课堂教学方法的重构

视觉文化时代,伴随着人类认知生活的视觉化和信息化,学生学习心理和认知行为呈现明显的"图像人"特征。反思大学课堂,应以主体适应性为切入点,确立新的价值观,突破单一性,增强感染性,重构充满人文关怀的课堂教学方法。     

Conceptualisation,Development and Validation of an Instrument for Investigating the Metacognitive Orientation of Science Classroom Learning Environments: The Metacognitive Orientation Learning Environment Scale – Science (MOLES-S)

Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition. Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive orientation. This revised version was published online in July 2006 with corrections to the Cover Date.     

Comparing Student Evaluations of Distance Learning and Standard Classroom Courses in Graduate Social Work Education

Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.     

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.     

论突发公共事件的心理学处置策略

突发公共事件并非都是突然而发生的,绝大多数都有一个演变、发酵而最终爆发的过程。政府部门和新闻媒体必须彻底转变观念,深入了解和掌握公众心理危机的一些规律和特点,认真剖析事件危机根源,积极尝试心理学的处置策略,有针对性地对公众进行心理危机干预,引导公众进行情绪宣泄,才能获取公众的信任和依赖,才能成功化解各种矛盾和危机。     

高师女生800米跑畏惧心理产生的原因及克服方法的实践研究

800米跑是高师体育救学中一个重要内容，同时也是提高学生耐力素质以及心血管系统、呼吸系统机能的简便易行的方法，通过对高师女生耐力跑畏惧心理的产生原因及如何克服这种心理现象的实践研究，证明其能有煞提高学生的耐力素质和800m跑的成绩。