对美国高中生涯辅导工作的调查研究

本文从资金保障、师资队伍和辅导方式等方面研究了美国高中生涯辅导工作的基本情况。     

Bioinformatics in high school biology curricula: a study of state science standards

The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics content of each state's biology standards was analyzed and categorized into nine areas: Human Genome Project/genomics, forensics, evolution, classification, nucleotide variations, medicine, computer use, agriculture/food technology, and science technology and society/socioscientific issues. Findings indicated a generally low representation of bioinformatics-related content, which varied substantially across the different areas, with Human Genome Project/genomics and computer use being the lowest (8%), and evolution being the highest (64%) among states' science frameworks. This essay concludes with recommendations for reworking/rewording existing standards to facilitate the goal of promoting science literacy among secondary school students.     

Making a good career choice: A decision-analytical intervention to enhance proactive decision-making and career choice self-efficacy in high school students

At the end of high school, teenagers must deal with the first life-changing decision of determining what to do after graduation. For these decisions, adolescents need to be able to make good choices. However, most schools have not yet implemented decision trainings into their curricula. A new intervention called “KLUGentscheiden!” was developed to train complex decision-making in high school students to close this gap. The intervention targets three key components of good decision-making: envisioning one's objectives, identifying relevant alternatives, and comparing the identified alternatives by a weighted evaluation. We assumed that successfully training those decision-analytical steps should enhance self-perceived proactive decision-making skills. In addition, the training should also enhance self-assessed career choice self-efficacy. The intervention was evaluated in a pseudorandomized control study including 193 high school students. Compared to a control group, the intervention group significantly increased proactive decision-making skills and career choice self-efficacy. Although different long-term evaluations are still pending, the KLUGentscheiden! intervention provides an important tool to train complex decision-making in high-school students. It also has the potential to apply to other career choices of young individuals, such as choosing majors, a final thesis, a job, or a field of work.     

Associations between career adaptability and career decision-making difficulties among Turkish high school students

International Journal for Educational and Vocational Guidance - The present study examined the influence of career adaptability and gender on career decision-making difficulties among Turkish...     

高中化学课程资源库建设的实践与思考

总结了高中化学课程教学资源库建设的几点做法,同时提出了较为详实的高中化学教学资源库建设的基本框架和内容.     

多途径开展职业指导工作

多途径开展职业指导工作，即实施职业指导“一把手”工程；转变师生就业观念；全程化进行职业指导；建立专业化职业指导师资队伍；开展学生素质测试；将职业指导与教学活动有机结合。     

Building bridges to life after high school: Contemporary career academies and student outcomes

Career academies serve an increasingly wide range of students. This paper examines the contemporary profile of students entering career academies in a large, diverse school district and estimates causal effects of participation in one of the district's well-regarded academies on a range of high school and college outcomes. Exploiting the lottery-based admissions process of this technology-focused academy, we find that academy enrollment increases the likelihood of high school graduation by about 8 percentage points and boosts rates of college enrollment for males but not females. Analysis of intermediate outcomes suggests that effects on attendance and industry-relevant certification at least partially mediate the overall high school graduation effect.     

高中小说教学与应考指导方略

新课程实施后,又有了一个选修模块《外国小说欣赏》,教学时,往往是学生的积极性没有调动起来,教师自身的"知识"捉襟见肘,教学过程更是"波澜不惊",学生觉得无趣、无得,小说的日常学习与小说阅读应考更是几无关联。文章从存在的问题和应对的策略两大方面,阐释笔者的一些做法和思考。     

对在高中阶段开展职业生涯规划的思考

职业生涯规划可以帮助高中生科学合理地选择文理科和填报志愿,尽早帮助他们认识自己、了解职业,增强其未来职业所需要的知识、能力和相关的素质,提高就业竞争力。文章阐述了在高中阶段开展职业生涯规划的必要性,并对高中阶段进行职业生涯规划的主要内容提出了建议。     

Gender and high school chemistry: student perceptions on achievement in a selective setting

This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.     

Use of classroom and school climate scales in evaluating alternative high schools

Some alternative high schools which aim to provide an appropriate ethos for adult learners were evaluated in terms of both student perceptions of classroom environment and teacher perceptions of school environment. From within the alternative schools, a sample of 536 students in 45 classes responded to the College and University Classroom Environment Inventory and a group of 106 teachers responded to the School-level Environment Questionnaire. Relative to some control groups, students in the alternative high schools perceived their classes as having greater involvement, satisfaction, innovation and, individualization, while teachers in the alternative schools perceived more professional interest, achievement orientation, and innovativeness.     

A Level与中国高中化学新课程标准之比较研究

本文将英体系下的A Level课程中化学课程目标,课程内容以及课程评价等几方面和国内目前的高中新课标进行对比研究,找出其设置特点,以期对我国新课程化学课程教学研究提供借鉴和启示。     

Technology and technological knowledge: a challenge for school curricula

In contrast to subjects such as mathematics and the sciences, it has been argued that technology education lacks a clear definition and a clearly defined knowledge base. This discursive article seeks to inform the debate by highlighting the matter of subject definition and in addition to examine the key issue of the knowledge which underpins technology education. The nature of the knowledge involved in technology education is explored by focusing on the types of knowledge (declarative/conceptual, procedural and conditional/strategic) that are required to secure full engagement with this subject. Drawing on extant literature on knowledge, the article takes technology as its focus and highlights the challenges this presents for teachers. A conceptual framework based on the presented evidence is included to show the relationships between knowledge and the skills, the problem‐solving and the values that are integral to technology education. This article concludes that to be effective, technology teaching must be based upon an appropriate subject definition indicating what it is endeavouring to achieve. In addition the existence of such a specialist subject knowledge base must be fully acknowledged, and at the same time there must be full recognition of the need to draw upon relevant knowledge from other subject areas in an appropriate manner in order to inform classroom teaching of the subject.     

试论如何提升大学生职业指导效果和效率

随着近年来我国高校的不断进行大规模扩招,大学毕业生数量猛增,其就业就业方面不复往日,形势越来越严峻,为了提高大学毕业生的就业竞争力和适应性,职业指导这门课,都搬上了各大高校的课程表,与此同时,这门课程也受到了高校领导、教师、学生及家长的高度关注和重视,效果较好、质量较高的大学生职业指导能够让学生充分的认识到自身的优点和不足,从而能够快速有效的找到一份适合自己的工作,对于促进学生的发展有着非常重要的意义。     

Responses to an interactive science exhibit in a school setting

Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6 primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported. Specializations: primary mathematics and science education, teaching strategies. Specializations: science education, students' understandings of phenomena in science.     

Schooling experiences and career aspirations of indigenous vocational high school students: a case study in Taiwan

In Taiwan, substantial resources have been invested in upper-secondary vocational education for Aborigines as a solution to their lack of career development opportunities. This study examined the schooling experiences and career aspirations of Taiwanese indigenous vocational high school students. A case study was designed to collect data through in-depth, semi-structured interviews with 24 aboriginal students in twelfth grade at a Major Indigenous Vocational High School (MIVHS). The findings indicated that aboriginal students experienced mainstream-centric schooling that focused on preparing students for college education with additional support. The schooling contributed to their solid educational aspirations to attend non-prestigious technological colleges and vague occupational aspirations with low occupational self-efficacy. It also enforced their strong cultural aspirations of living in their homelands and benefiting their people. The findings suggest that the MIVHS could provide the culturally responsive schooling for aboriginal students' diversity to facilitate their career development.