No particular way to go

This article aims to deepen understanding of the trajectories through school and into adulthood of people who did not attain valued qualifications from upper secondary school (‘non-completers’), and explore the fruitfulness of careership theory for such analysis. It is based on interviews with 100 young Swedes: 81 non-completers and 19 who had attended special upper secondary schools catering for young people with mild cognitive disability. Their narratives portray sparse socio-economic resources and difficult family situations, learning problems and marginalisation processes in school. They commonly learned to perceive themselves as failures and ‘different’. Framed by narrow horizons of action, these young people’s careers were mostly characterised by enforced rather than self-initiated turning points. Often leading to unemployment and economic problems, leaving secondary school was less of a turning point than a continuation of failure, even if completing adult education and getting a job were regarded as self-initiated, positive shifts. We conclude that careership theory was useful for analysing and understanding the careers of the young people concerned. However, distinguishing between ‘routines’ and ‘turning points’ became especially difficult when studying lives of these young people hemmed in by sparser resources, fewer choices and less stable career trajectories than their peers.     

跳马恐惧心理产生的原因及对策

通过对体操跳马教学中学生产生恐惧心理原因的分析,给出有效地解决方法,以提高学生的自信心,提高教学质量.     

Teaching applied ethics to the righteous mind

What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt’s Social Intuitionist Model of human moral judgment. I summarize Haidt’s model, and then consider a variety of pedagogical goals. I begin with two of the loftiest goals of ethics education, and argue that neither is within realistic reach if Haidt’s model is correct. I then look at three goals that can be achieved if his model is correct; but each of these goals, I argue, lacks significant value. I end by identifying three goals that are of significant value and also realistically attainable on Haidt’s model. These should be the focus of applied ethics pedagogy if Haidt’s model is correct.     

On the way to school

小知识法国人德·西弗拉克在1690年曾做过一辆两轮车,使用方法是:两腿分开坐在车上,两脚蹬地使之滚动向前。1839年,麦克米伦发明了一种机械     

利用思维导图学习英语词汇

词汇部分在英语学习中尤为重要。在英语学习过程中,大量的英语词汇是学好英语的基础。在平时的自主学习中,可以利用思维导图记忆词汇,从而增加了英语词汇学习的有效性。     

论多元智能理论视角下的音乐智能

在借鉴音乐心理学相关研究成果的基础上运用多元智能理论对智能概念、智能标准的界定,针对音乐智能进行了深入论述,主要涉及音乐智能的神经机制、发展规律、符号系统以及与其他智能的相关性等问题。     

简论书法鉴赏的方法

书法是中国特有的艺术,体现着中华民族文化的本质特征。在书法创作走向自觉的同时,书法鉴赏随之产生。书法的本质特征决定着书法鉴赏的存在和发展。而书法鉴赏的存在建构了一部完整的书法风格流变史。     

新思想领航全面深化改革新征程

中国特色社会主义进入新时代,改革开放再出发,新征程迫切需要伟大思想的科学引领。习近平新时代中国特色社会主义思想正是领航改革开放新征程的科学指南。     

Windows into the mind

As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.Based on an invited address, Facoltá di Ingegneria dell’Universitá degli Studi di Ancona, June 27, 2000. This research was supported, in part, by the Center for Research on Evaluation, Standards, and Student Testing (Grant R117G10027), and by the National Science Foundation (Nos. ESI 95-96080). The opinions expressed here represent those of the authors and not necessarily those of the funding agency.     

也谈解放思想

早在改革开放初期,邓小平同志就深刻地指出：“一个党,一个国家,一个民族,如果一切从本本出发,思想僵化,迷信盛行,那就不能前进,他的生机就要停止,就要亡党亡国。”可以毫不夸张地说,没有当年的解放思想,也就没有今天我们广播电视大学办学的伟大成就。因此,解放思想是中国特色社会主义的一大法宝,是我们适应新形势,应对新挑战,认识新事物,完成新任务的思想武器。     

科学心理学:路在何方——信息加工心理学诞生后的几个基本变化

近20年来，科学心理研究不再局限于信息加工层次上，而是扩展到包括心理的神经机制、分子机制、神经系统本质和并行分布式信息加工的多层次，而且意识问题已开始成为多学科关注的焦点；方法上相应地由以反应时方法、出声思考方法和计算机模拟方法等为主，变为以脑成像等神经科学方法、分子生物学方法、人工神经网络模拟方法和启动效应方法等为主，研究的指标也由意识外显的心理行为指标为主为为以物理、化学、生理指标和意识所不能直接外显的内隐指标为主，出现了新神经主义和新生物学主义的倾向；联合主义取代符号成为方法论思想主流；符号理论已基本被放弃，但新的理论并未建立。这其实是在“心理学科学范式”这一根本问题上发生了改变，即（智能）系统范式取代了经典原（信息加工）过程范式。     

如何看待孩子的成绩

当前社会对教育越来越重视,很多老师、家长都非常注重学生的成绩,但在很多时候都是只注重分数而忽视了孩子学习方法的培养与学习习惯的养成.随着年龄的增长,孩子需要学习的内容越来越多,知识体系越来越复杂,知果没有正确的学习方法和好的学习习惯,一味的靠多做练习、死记硬背来学习,是不可能真正取得好成绩的.     

如何克服预科汉语教学中的逆反心理

逆反心理是大学预科汉语教学中的一种常见现象。它的形成原因是多方面的,本文就如何在大学预科汉语教学过程中克服学生的逆反心理、激发学生的学习动机提出相应的对策、建议。