高中生英语学习焦虑状态及对策

运用Horwitz等设计的外语课堂焦虑量表对某省级示范高中不同年级、不同性别学生在四个维度（听说、负评价、考试、课堂环境）英语学习焦虑状况进行了问卷调查。研究结果显示高中生总体焦虑状况是令人欣慰的;高中生的焦虑程度随年级的升高而下降;男女生的焦虑在不同年级各有不同,总体上女生焦虑程度重;在四个维度中听说焦虑程度最深。并就如何调控高中生的焦虑水平、降低听说焦虑、减轻负评价焦虑、克服考试焦虑、减少课堂环境焦虑等提出了相应的教学策略。     

Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students

Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students with disabilities. This study examined the efficacy of Check & Connect with general education students who showed early warning signs of risk for dropping out of high school in a large urban district. The sample included 553 students with the lowest predicted probabilities of on-time graduation based on attendance, behavior, and course performance in Grades 8 and 9. Students were randomly assigned to receive a Check & Connect mentor for three years, starting in the summer after Grade 9, or not. Findings suggest the program was implemented with fidelity, except with students who left district schools. Check & Connect did not have any statistically significant impacts on measures of engagement, academic progress, the likelihood of dropping out, or graduation. These results are discussed in the context of other literature on mentoring and dropout prevention.     

‘It’s only a phase’: examining trust,identification and mentoring functions received across the mentoring phases

Kram has proposed that mentoring relationships develop and mature over time, providing different levels of mentoring functions as they progress through a sequence of four distinct phases: initiation, cultivation, separation, and redefinition. However, the influence of these mentoring phases on the dynamics and functions of mentoring has received little research attention. This quantitative field study examined the effect of mentoring phases on protégés’ perception of trust and identification with their mentors and mentoring functions received using data from 88 working professionals from industry and education. Results of MANCOVA indicated that protégés in the redefinition phase reported higher levels of psychosocial support than other protégés, and protégés in the separation phase reported lower levels of career development and role modeling than other protégés. No significant differences across the mentoring phases were found for trust and identification among protégés towards their mentors; however, protégés from education reported lower levels of identification with their mentors than those from industry.     

初中生人际交往自我效能感的调查研究

初中生人际交往自我效能感是对自己在不同的人际交往情境中掌握恰当而有效的交往技能,并达到一定交往成效的自我评价,是初中生在人际交往过程中的个体内在心理机制。本研究以初中三个年级的485名学生为研究对象,进行问卷调查。研究结果表明:初中生人际自我效能感总体水平中等偏上;初中生人际交往自我效能感性别与年级之间不存在显著的交互作用;性别差异不显著;但存在显著的年级的差异,初一学生得分显著高于初二与初三年级,初二与初三年级学生却不存在显著性差异。     

Mentoring and Argumentation in a Game-Infused Science Curriculum

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.     

Virtual relationships and real benefits: using e‐mentoring to connect business students with practicing managers

This article reports the results of our study of electronic mentoring (e‐mentoring) in a population of business students. As career paths have become more fluid and less predictable, a growing number of educational and business organizations have implemented traditional and, more recently, e‐mentoring programs. But practice is ahead of evaluation when it comes to e‐mentoring. We attempted to fill this gap by looking more closely at strengths and weaknesses associated with this type of mentoring. Building on research in traditional mentoring and integrating literature in computer‐mediated communication, education and management, we developed a model of e‐mentoring’s antecedents and outcomes. We tested our hypotheses using a sample of business students (protégés) who were mentored by practicing managers. It was found that perceived similarity in terms of attitudes and values is positively related to effective e‐mentoring, while demographic similarity (gender, race) is not. Moreover, effective e‐mentoring may lead to protégés’ enhanced academic performance, professional network and job opportunities. We conclude with implications of our findings and a discussion of opportunities for future research.     

A Helping Hand? A Study into an England-wide Peer Mentoring Program to Address Bullying Behavior

The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a questionnaire at the start and end of the school year (approximately nine months). An examination of the results showed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These outcomes did not significantly vary by the mentee’s age, gender, or the number of mentoring meetings. Potential reasons for these findings are explored with a particular emphasis on the school environment and its influence on mentee–mentor and mentee–teacher relationships. The findings will have potential implications for future research and program developers.     

北京市初中生生涯适应力及生涯需求调查研究

对北京市某中学初中生生涯适应力水平和生涯需求的调查发现,北京市初中生生涯适应力达到中上水平,初二学生的生涯适应力显著高于初一学生,但男女生在生涯适应力各维度上不存在显著差异;有无理想专业对初中生的生涯适应力有显著预测作用.调查样本中,87.70％的初中生认为生涯指导重要,64.30％的初中生希望通过课程的形式开展生涯指...     

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors

Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate—graduate/postdoctoral student dyads and undergraduate—graduate/postdoctoral student—faculty triads have been largely unexamined. Here, we present findings of an exploratory case study framed by relational theory that identifies the motives, gains, and challenges reported by graduate/postdoctoral students who mentored undergraduates in research. Graduate/postdoctoral mentors experienced a wide range of gains, including improved qualifications and career preparation, cognitive and socioemotional growth, improved teaching and communication skills, and greater enjoyment of their own apprenticeship experience. Notably, graduate/postdoctoral mentors reported twice as many gains as challenges, neither of which were limited by their motives for mentoring. Indeed, their motives were fairly narrow and immediate, focusing on how mentoring would serve as a means to an end, while the gains and challenges they reported indicated a longer-term vision of how mentoring influenced their personal, cognitive, and professional growth. We propose that understanding the impact of mentoring undergraduates on the education and training of graduate/postdoctoral students may uncover new ideas about the benefits reaped through undergraduate research experiences.     

甘南藏族学生英语课堂焦虑调查及启示

在梳理国内外相关献的基础上，通过问卷调查和描述性统计分析，研究了藏族学生英语课堂焦虑的特点。结果显示：交际焦虑和听不懂焦虑的程度居引起焦虑各类别之首；初中、高中学生的平均焦虑指数高于大中专学生；男生的平均焦虑指数高于女生。     

基于中学生核心素养培育的劳动教育课程体系构建

中学生劳动教育课程体系构建要找准劳动和教育的结合点,在教育目标、课程内容、教学方法、保障措施及评价标准等方面进行系统化设计。以劳动教育必修课、校本课程、学科渗透课程为第一课堂;以研究性学习、社会实践、志愿服务、社团活动、各类竞赛为第二课堂;以劳动基地、家庭社区和游学研学为第三课堂,将中学生核心素养培育与劳动教育课程体系有机相结合,增强劳动教育课程体系的实效性,落实立德树人根本任务,有效促进学生全面发展。     

中学聋生作文写作能力分层教学的策略

随着教育的改革以及新课程标准的发展与升级,作文作为语文课程中的重要组成部分,对学生表达能力与逻辑思维能力的发展有着促进作用,并且受到了专家和学者的高度重视与关注。然而聋生由于先天在生理上就失去了听觉能力,从小就没有形成健全的语言表达系统,在与人交流的过程中,也常常采用手势以及动作。在生活中由于大部分的人还不是很懂手语,所以聋生的交流也要逐渐依靠书面语言。因此,只有不断提高聋生的写作能力,才能保证他们能够熟练地与人进行有效交流。本文就中学聋生写作能力分层教学的策略进行探讨与分析,以供参考和评价。     

The development of communication apprehension: A retrospective analysis of contributory correlates

Although a considerable amount of research demonstrates the powerful effect of oral communication apprehension on social behavior, little research has explored the etiological bases for that anxiety. This research examines the role of parent/home and school variables in predicting the apprehension of college students. Results suggest that the amount of positive reinforcement for communication attempts experienced at home contributes significantly, while general parental affect, negative or punishment responses from parents, and parental competitiveness do not. The grade‐school environment and the perceived amount of error correction present in both grade school and high school were also found to have a significant effect Home and school, when taken together, accounted for significantly more of the apprehension than either one did individually although school effects predominate over home effects.     

Mentoring support and the professional development of beginning teachers: a Chinese perspective

For a long time, there has been a tradition in China of experienced teachers helping beginning teachers. This empirical school study investigates the kinds of support that are provided by eight dyads of mentoring teacher and first‐year secondary school teachers in Guangzhou of southern China and the major factors affecting mentoring support. In addition, this research focuses on the professional development of first‐year teachers in areas of subject knowledge, student, teaching and classroom management. The findings reveal that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. Factors affecting mentoring support include teaching workload, grade and subject, style of mentor–protégé interactions, relationships between mentor and mentee, incentives for the mentors, and collegial culture in the case study schools. It is notable that there are positive and negative developments perceived by the protégé and the foci of mentoring tend to be the teaching of content rather than curriculum and pedagogy.     

中学生适应不良的原因透视与对策分析

适应不良问题在我国的中学生中一直普遍存在,并且严重影响着青少年的健康成长。造成中学生适应不良的原因来自学生、家庭、学校、社会四个方面。因此,减轻中学生的适应不良要从实施课程改革、督察同伴关系、重视心理健康教育和加强三方合作四方面入手。     

Interactivity Between Protégés and Scientists in an Electronic Mentoring Program

Interactivity is defined by Henri (1992) as a three-step process involving communication of information, a response to this information, and a reply to that first response. It is a key dimension of computer-mediated communication, particularly in the one-on-one communication involved in an electronic mentoring program. This report analyzes the interactivity between pairs of corporate research scientists (mentors) and university biology students (protégés) during two consecutive implementations of an electronic mentoring program. The frequency and structure of the interactions within each pair were examined to provide context: 542 messages were posted among the 20 mentors and 20 protégés. These messages were formed into 5–10 threads per pair, with 3–4 messages per thread, indicating a high level of interactivity (there were more responses posted than independent messages). Mentor–protégé pairs rated as effective by both mentors and protégés posted more messages overall, had well-structured threads, had protégé and mentor postings that were similar in topic coverage and message length, and had little overt “management” behavior by mentors. However, there appears to be no clear recipe for successful interaction. Not only are there a variety of factors at play in developing an online relationship in this context, but mentor–protégé pairs can falter at various stages in the process and in various ways.     

中学生人际交往障碍及对策

中学生人际交往障碍表现为情绪不稳定、焦虑、紧张、交往恐惧、孤独感、缺乏安全感、冷漠、依赖心重、信任感缺乏、傲慢等方面的特点。其中尤以焦虑、紧张、孤独感、信任感缺乏等表现为多。调查发现 ,人际认知偏差 ,不良情绪及不良个性心理品质是引起中学生人际交往障碍的主要原因。针对原因 ,我们从正确认识自我、学会控制不良情绪、加强个性修养、掌握交往技巧等四方面提出了改善中学生人际交往的对策     

The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.     

初中生综合素质量化评价体系的整体构建与实施--以重庆市F中学为例

针对初中生综合素质评价存在的评价体系完整性不够、评价实践操作性不强、评价过程规范度较差、学生主体作用发挥不好、评价结果应用较难、评价导向效益不高等现实问题,以初中学生身心发展特点为根本依据,运用马克思主义关于人的全面发展学说、现代素质教育理论等基础教育理论,从评价目标、内容、指标、实施、保障、课程、应用等方面来整体构建与全面实施初中生综合素质量化评价体系,能够有效促进初中生综合素质水平的整体提升,对增进家校协同育人、提升课程文化品质、提高教育教学质量均能产生较为明显的成效。