Teaching Pragmatic Psychodynamic Psychotherapy to Graduate Social Work Students

Evolving developments in psychodynamic theory have strengthened it as an evidence-based approach and have made it concordant with social work’s strengths-based, multicultural perspective. An elective focused on teaching fundamental concepts of psychodynamic psychotherapy was developed for graduate social work students based on Kolb’s theory of experiential learning, applied to Summers and Barber’s pragmatic model of psychodynamic psychotherapy. Data were collected based on students’ experienced self-efficacy with specific competencies in psychodynamic psychotherapy in the first, sixth, and last class. Outcomes were positive, and the data were used to make specific suggestions to strengthen course outcomes.     

Engaging MSW Students in Faculty Research: Students’ Perspectives of Involvement in a Program Evaluation

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.     

Scratch程序设计课教学实践研究——基于体验学习圈的视角

Scratch是麻省理工学院针对儿童设计开发的程序编写语言与环境,目的是让儿童在创作体验中学习编程、表达自己的想法。依据美国学者大卫.库伯的体验学习圈理论,作者提出\"模仿制作一观察反思一概括知识点一自主创作\"的教学活动模式,并在金华师范附属小学进行教学实践,结果表明,体验学习圈视角下的Scratch程序设计教学在激发学生兴趣,有效学习编程,培养逻辑思维和创造力方面效果显著。     

“从经验中学习”:涵义、价值与高职教育的操作策略

在职业教育教学中进行从经验中学习,有利于学生掌握工作过程知识,有利于提高学生自主学习的能力,有利于增加学生的就业机会。当前在我国高职院校开展从经验中学习,还存在着将工作过程知识理解为简单的操作性经验,学生所学内容缺乏工作知识含量等方面问题。高职院校应深度挖掘工作过程知识,开发课程与教学内容;开发与设计学习型实训场所与岗位;建立专兼职相结合的教师实践共同体,实现培养学生综合职业能力的目的。     

体验性学习与自我概念的重估

通过对杭州师范大学外国语学院教授杨小洪老师课堂的实地观察,探讨高等师范院校英语专业在教学中如何关注自我概念,追寻自我意义,如何使课堂成为学生和老师真实体验的生活空间,并由此引发学生和老师,学生和学生之间进行真实的对话,使学生体验到学习的成功与失败,最终达到心灵成长的教育目的。     

Teaching Social Workers About Substance Use Problems via Temporary Abstinence from Normal Mood-Altering Behavior

Abstract

Social work students enrolled in a graduate-level course in substance abuse (N = 450, over nine years) assessed their own “mood-altering” behaviors (i.e., stress-reduction strategies and leisure-time activities), abstained from one or more of these activities for one week, then completed a written summary of their personal bio-psycho-social experiences. Student papers indicate significant personal insights were gained regarding alcohol and other drug (AOD) issues, and also provide grounded-theory support for major AOD themes. This paper describes the details of this experientially based teaching strategy, and also summarizes AOD themes that emerged from student experiences, including anticipatory reward, substitution, craving, willpower, impaired control, rationalization, shame, guilt, powerlessness, and the challenges of change.     

关于五年制高职工学结合人才培养模式的思考

本文试图从创建良好的工学结合氛围、建立健全相关制度规范、完善教育教学体系、加强双师型教师队伍的建设、改革实践教学管理评价体系等方面推进五年制高职工学结合人才培养模式实践。     

体验式远程培训中的学习支持设计——来自教育技术能力建设项目的经验

2004年底,教育部师范司启动了全国中小学教师教育技术能力建设项目,该项目采用面对面及远程的方式对中小学教师进行教育技术培训.作为一种体验式的培训,在远程开展的过程中势必对学习支持会产生新的要求.本文即以教育技术能力建设项目的远程体验式培训试点为契机,采用基于设计的研究方法,对远程体验式培训的学习支持系统进行了设计、试用和改进.试点过程中,我们通过调查、问卷等方式对数据进行了收集和分析.结果表明:从体验学习的理解、行动、分享等方面关注学习支持,考虑到了教师的实际需要;体验学习的理解、行动(设计/创建)阶段都需要丰富案例的支持;在线学习共同体让学习者受益匪浅,体验学习的分享、交流与反思依赖于学习共同体.最后本文给出了改善学习支持系统设计的若干建议.     

把握真谛,修正大学英语综合课教学

改革后的大学英语综合课教学在很大程度上也出现了过度趣味性、娱乐化的倾向。要克服这一负面倾向,就要找出原因。在此基础上该研究认为需要澄清关于任务型教学的一些认识误区,更深刻把握大学英语综合课堂任务型教学的一些核心问题。     

高校思想政治理论课体验式教学的设计探究

要让体验式教学在思想政治理论课上取得较好的教学效果,就必须注重教学设计。教学目标设计应围绕实践方面进行,这体现在根据实践能力构建所必须的发现问题、信息过滤、解决问题能力三个环节。其具体思路可从思想政治理论课教学内容与现实世界的关联度、学生认知能力、教学目标的灵活性交通等三方面进行。师生关系的设计要注意三点,即师生的平等互动性、师生之间的相互包容性、师生综合能力的共同提高性。组织教学的设计要注意教学方法的丰富性、教学氛围的活跃性、教师指导的恰当性。     

SWOT Criteria for the Strategic Evaluation of Work Integrated Learning Projects

Abstract

Work integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation.