利用英特尔未来教育促进师范生素质的提高

英特尔未来教育为教师教育提供了一个成功的范例，通过实施英特尔未来教育，并把它有效的应用到师范生的现代教育技术技能培训中，这对师范生各方面素质的提高必将起到推动作用。     

利用英特尔(R)未来教育促进师范生素质的提高

英特尔(R)未来教育为教师教育提供了一个成功的范例,通过实施英特尔(R)未来教育,并把它有效的应用到师范生的现代教育技术技能培训中,这对师范生各方面素质的提高必将起到推动作用.     

Meaningful education for returning-to-school students in a comprehensive upper secondary school in Iceland

Dropout from upper secondary education in Iceland is higher than in the neighboring countries, but varied options to re-enter school have also been on offer. This article focuses on how students, who had returned to a selected upper secondary school after having quit in one or more other schools, benefited from an innovative pedagogical approach used in the school. The article draws upon interviews, in which the interviewees expressed their pleasure with the school, reporting three main assets of its pedagogy: firstly, a supportive school ethos and student–teacher relationships expressed by the ways in which teachers worked, and also in teachers’ views towards students; secondly, an online learning platform, used by all teachers, which the students could use to structure their studies; and thirdly, the use of formative assessment and no final end-of-term examinations. This pedagogy comprises a whole school approach, and the article concludes that such a school culture and practice enables teenagers and young adults to exercise their right to re-enter academic upper secondary education, which prepares for college, rather than directing them to an industry vocational or practical study program they take little or no interest in.     

Examining the engagement of career academy and comprehensive high school students in the United States

Abstract

The purpose of this study was to compare the levels of student engagement of career academy students to those at a traditional comprehensive high school using propensity score matching and structural equation modeling. We found that academy students had significantly higher levels of emotional engagement and significantly lower levels of behavioral engagement than those at comprehensive schools. We also found no statistically significant differences in the levels of cognitive engagement of academy students compared to comprehensive school students. We believe the academy model has the promise of transforming the high school experience for students as it relates to their attachment to the school, their relationships with peers and teachers, and their sense of belonging and safety. However, academies need to work with students to create and develop co-curricular and extracurricular activities of interest to engage students in their schools at a higher level.     

浅谈大学生就业应具备的三种能力

如何适应当前异常严峻的就业形势,确保在激烈的就业市场竞争中拥有一席之地是摆在大学生面前最实际也是毕业后所面对的一切问题中的关键。当前大学生最需要的是自主学习能力、创新能力以及团队合作的精神,这三种能力是提高自身素质的根本,是成功就业的法宝。     

对综合高中“叫停”的思考

综合高中是肩负着巨大的使命才在我国出现的,并且在一定程度上缓解了当时普高招生的压力,也使中职学校的生源得以增加。然而,随着我国对职业教育职业性的重视以及普高优势教育资源的出现,综合高中的地位越来越尴尬,最终被叫停。笔者认为,综合高中的叫停问题是职业教育的一种制度安排,同时这一问题还暗含着办学效益和效用的博弈,它还可能影响到中职生源和普高生源,甚至产生＂劣币驱逐良币＂的现象。因此,我们需要对综合高中的叫停问题进行思考,并考虑其转型问题。     

Graduate capabilities required of South African food science and technology students

South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready.     

构建综合性实践教学体系,加强实践能力培养

随着高校教育教学改革的变化与发展,调整与改进实践教学体系已成为教学管理者义不容辞的责任。结合自身的工作实践,在明确了实践教学目标体系的基础之上,以社会需求为导向、以学生创新精神和实践能力为重点、以德育为首位,融知识、技能与素质培养为一体,构建了三结合、分层次、多模块、渐近式的综合性实践教学体系。     

Teaching self-instruction to high school students

In an attempt to demonstrate the effectiveness of instructional programming in counseling, an experimental evaluation of a ten-week program aimed at teaching skills and strategies of self-instruction to high school students was conducted. Thirty-two grade ten students were assigned randomly to an experimental self-instruction group and a control group. Dependent variables included Rotter's (1966) Control of Reinforcement Questionnaire, Rosenbaum's (1980) Self-control Schedule, a curriculum-specific test of self-instruction concepts, and a transfer test. Results revealed that students in the experimental, self-instruction program outperformed students in the control group on all dependent variables except for the Self-control Schedule. Content analysis of student responses to the transfer test showed a distinct pattern of skill development in the experimental group from pretest to posttest. Implications for the development and offering of instructional counseling programs are drawn.Many students of counseling have argued that counseling is essentially a kind of teaching (Carkhuff and Berenson, 1976; Ellis, 1977; Katz and Ivey, 1977; Krumboltz and Thoresen, 1976; Sorenson, 1967). More recently, Martin and his colleagues have developed an approach to counseling that employs models of instruction as a basis for the development and implementation of a broad range of counseling interventions and programs (Hiebert et al., 1981; Martin and Hiebert, 1982; Martin et al., 1981; Martin et al., 1980). Martin (1983) also has suggested that counselors in schools and elsewhere can make use of systematic teaching programs to help clients/students acquire functional skills in a variety of areas such as anxiety management, decision making, interpersonal skills, and so forth. In the development and offering of such programs, counselors act as curriculum developers and instructors. Initial evidence for the viability of this type of instructional counseling in schools was provided by Haynes et al. (1983), and Leal, Baxter, Martin, and Marx (1981) who developed programs based on cognitive and behavioral counseling methods that were successful in alleviating the test anxieties experienced by high school students. The experiment reported here extends the work of Martin and others in instructional counseling by evaluating an instructional program designed to teach a series of integrated skills of self-instruction to high school students. [Note that the term self-instruction is used here to refer to the activities of people engaged in systematic self-change, and is not intended to connote the system of self-instruction training developed by Donald Meichenbaum (1977).]Nearly all teachers and curriculum specialists share at least one goal: to help students acquire the capacity to engage in self-directed learning. Most often, it is assumed that school students will acquire skills in areas such as self-instruction and critical thinking (skills often seen as necessary requisites to self-directed learning) as a result of stimulating interactions with traditional school curricula. A frequently voiced alternative is to attempt to teach such skills directly (cf. Beyers, 1984a, 1984b), more or less as a curriculum in their own right. Many attempts have been made to do this, but few have received detailed empirical, experimental analysis. In a recent meta-analysis of primary prevention studies conducted in schools, Baker, Swisher, Nadenichek, and Popowicz (1984) found 40 such studies that had been conducted since 1970. Most of the experimental programs in the studies reviewed were targeted at improving students' communication skills, decision making and problem solving skills, and self-awareness. None of the studies reviewed by Baker et al. included instructional interventions that attempted to teach a broad range of skills and strategies that would permit students to plan, implement, and evaluate programs of personal change and development. Teaching school pupils to engage in systematic self-instruction for purposes of personal change simply has not been attempted, to date, in the context of an experimentally controlled investigation. Given an increasing number of pleas for exactly this kind of broad-based school programming (Martin, 1983; Sprinthall, 1984), the need for controlled experimental studies in this area is acute.Self-introduction or learning to learn has been the subject of considerable theorizing by both cognitive and instructional psychologists (Gagné, 1977; Bransford, 1979). Experimental work by Ann Brown and her colleagues (Brown, 1978; Brown et al., 1979) has highlighted the difficulty of teaching various metacognitive strategies that would seem basic to the capacity to self-instruct so as to ensure the transfer of such strategies to tasks other than those employed during strategy acquisition. At the same time, Brown's research also shows that the teaching of generalizable metacognitive strategies such as self-testing is possible, even with educable retarded children (Brown, et al., 1979). Other research concerned with differences between expert and novice knowledge has highlighted the importance of the ability to access declarative knowledge stores and the availability of relevant procedural knowledge in attempting to explain these differences (Chi et al., 1982; Leinhardt, 1983). [See Anderson, (1980) for formal definitions and discussions of declarative and procedural knowledge.] The greater ability of experts to function as independent learners or self-instructors in their areas of expertise likely is related to such differences. While it sometimes is unclear as to whether self-instructional competence resides in procedural knowledge stores or cognitive and/or metacognitive strategies, it seems clear that learning to learn involves more than simply acquiring necessary declarative knowledge in relevant substantive areas (Glaser, 1984). Thus, explicit, direct instruction in skills and strategies of self-instruction probably is necessary if students in schools are to learn to direct their own learning and development.The experiment reported here was conducted to supply initial experimental data about the possible effectiveness of a program designed to teach skills and strategies of self-instruction to high school students. It is a study of a ten-week instructional counseling program developed to teach self-instruction skills in areas such as decision making, gathering information, self-assessment, framing objectives, planning, and self-evaluation. As such, it is a more comprehensive program than other programs of primary prevention in schools that have been studied experimentally. While a variety of school and extracurricular situations were employed as illustrative contexts for presenting information about these skills to the students, the goal of the experimental program was to teach the self-instruction skills as detached skills that could be applied to a variety of situations and life circumstances. This approach was viewed as contrasting with traditional approaches in which such skills are thought to be acquired indirectly as a result of working through a series of tasks in defined substantive areas such as mathematics, history, or physics. In this latter method, it is likely that such skills, if they are acquired, become embedded in specific substantive contexts and are therefore less likely to generalize to situations or contexts other than those in which they were acquired (see Rigney, 1978 for the distinction between detached and embedded strategies). Dependent variables employed in the study were selected to test for the acquisition and transfer of targeted skills as well as for the acquisition of underlying beliefs about one's ability to control or influence external and internal events. The latter type of learning is thought by many counselors to be of great importance, particularly if attitudes and beliefs are learned that affect clients' attributional styles and/or tendencies (Strong and Claiborn, 1982).The overall purpose of the experiment was to determine whether instructional counseling curricula could be developed that would succeed in teaching detached strategies/skills of self-instruction to high school students. Should such instruction be possible, additional support would be provided for the notions of instructional counseling and counselors as curriculum developers and instructors. After all, a major part of counseling typically is associated with assisting clients to make decisions, gather information, frame goals and objectives, assess their situations and capabilities, plan actions, and evaluate the effects of their actions—all components of the self-instruction program taught to the experimental students in this study.The specific hypotheses investigated were that participation in the experimental instructional counseling program would increase: 1) students' knowledge of self-instruction skills (acquisition learning), 2) students' abilities to apply this knowledge to everyday events (transfer learning), and 3) students' attitudes consistent with higher levels of self-control and internal attributional processes (general attitudinal learning).The research reported here was supported by a grant from the Chairpersons' Research Fund, Simon Fraser University.The authors gratefully acknowledge the assistance of Bruce Dallin, Louise Bourassa, Olwyn Irving, David Langton and the Abbotsford School District (British Columbia, Canada) in completing this work.     

高中生化学学习方法调查研究

编制《化学学习方法调查问卷》，调查高一，高二学生各类化学知识的学习方法，进行统计及分析。     

Problem-solving skills of high school chemistry students

What strategies do high school students use when solving chemistry problems? The purpose for conducting this study was to determine the general problem-solving skills that students use in solving problems involving moles, stoichiometry, the gas laws, and molarity. The strategies were examined for success in problem solving for 266 students of varying proportional reasoning ability, using interviews incorporating the think-aloud technique. Data were coded using a scheme based on Polya's heuristics. Results indicated that successful students and those with high proportional reasoning ability tended to use algorithmic reasoning strategies more frequently than nonsuccessful and low proportional reasoning students. However, the majority of all students solved the chemistry problems using only algorithmic methods, and did not understand the chemical concepts on which the problems were based.     

开展中学生心理咨询初探

学校心理咨询工作是一个复杂的动态的开放系统，这个系统由教师、学生和心理咨询方式等相互联系的要素所构成。了解中学生对心理咨询的心态和行为，并采取相应的方式，将会促进中学生心理咨询工作健康发展。     

小学生同伴嘲笑应对建议

嘲笑是小学生中常见的现象,小学生对同伴嘲笑的意图理解不仅会影响自身的心理健康和应对方式的选择,而且也会影响嘲笑双方的关系发展,因此,本文在梳理国内外有关嘲笑研究的基础上,主要阐述嘲笑的涵义、主题及其影响,并提出个人的嘲笑应对建议,以期引起更多教师和家长对小学生同伴嘲笑的关注。