维果茨基最近发展区及其对探究教学的启示

维果茨基认为以工具和语言符号为中介的各种社会活动，是人的高级心理机能发展的源泉，人在参与社会活动的过程中推动着社会的进步，同时也使自身获得发展。儿童的心理发展可划分为现有水平和最近发展区两种水平，作为社会子活动系统的教育应走在发展的前面。维果茨基的最近展区理论对科学探究教学的启示是：形成真实探究问题、运用多样化的探究程度的方法、采取合作探究方式。     

A COMPARATIVE STUDY OF CHILDREN'S LEARNING IN THE ZONE OF PROXIMAL DEVELOPMENT

Both IQ and age related differences in the zones of proximal development of 89 four to eight year olds were investigated. Each child was asked to learn, transfer and generalize a strategy for solving the Tower of Hanoi puzzle. The speed, efficiency, accuracy and extent of support needed were analysed. Multivariate analyses of variance were performed on the data from each task. The benefits of high IQ were not as consistent as those of chronological age. They were most apparent in the learning and generalization tasks. Some high IQ children created challenges of their own in the unchallenging transfer task, or became bored. Two practical implications became apparent: the range of learning potentials in classes of children grouped by chronological age poses a formidable challenge for educators, and the learning of highly able children may detoriorate when they are offered the same curriculum as their peers.

     

THE PROFESSIONAL DEVELOPMENT SCHOOL EARLY CHILDHOOD INTERNSHIP EXPERIENCE: A CATALYST FOR REFLECTIVE TEACHING AND PRACTICE

This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers.     

THE AFFECTIVE ESTABLISHMENT AND MAINTENANCE OF VYGOTSKY'S ZONE OF PROXIMAL DEVELOPMENT

A bstract .  Many recent articles, research papers, and conference presentations about Lev Vygotsky's zone of proximal development (ZPD) emphasize the "extended" version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that there is no need to expand ZPD to include emotions, as its more "conservative" dimensions (cognitive, social, cultural, and historical) already encompass affective features. Second, Levykh emphasizes that an emotionally positive collaboration between teachers and students in a caring and nurturing environment must be created from the outset. Finally, he asserts that culturally developed emotions must mediate successful establishment and maintenance of the ZPD in order to be effective. According to Levykh, Vygotsky's notion that learning can lead development represents a crucial contribution to our understanding of teaching and learning by clearly showing that emotions are vital to human learning and development.     

面向山区实际,探索师专植物学教改新思路

作者在多年植物学教学实践探索和经验总结的基础上根据山区农村经济发展和高等教育改革的需要及师专实际,提出了面向山区,立足农村,强化实践,培养技能,搞好师专植物学教学改革的一系列具体目标及措施。     

TEACHING FOR LEADERSHIP AND ADVOCACY IN EARLY CHILDHOOD: EXPLORING MESSAGES IN A COLLEGE CLASSROOM

The field of early childhood education has traditionally struggled to be viewed as a profession. Recent public attention on the importance of the early years in creating a foundation for later learning success has led to a focus on improving education for young children. One aspect of educational reform and renewal—Professional Development Schools—can provide an avenue for early childhood educators to grow and develop as teachers, thus providing children with higher quality early childhood experiences. This article describes the growth and development of teachers in two early childhood centers after they became Professional Development School partners with a Midwest university. The “blossoming” of a sense of professionalism among the teachers is documented and described.     

关于高师普通体育课的跨栏跑教材与教学

文章从体育课的教学任务着眼,阐述了保留跨栏跑教材的必要性,并就如何合理安排这一教材的教学时数及其教学和考核的有关问题进行了探讨     

谈高师中国画教学的基础教学与创作教学

高师中国画教学中基础教学的重要内容是着重提高学生的造型能力、笔墨能力和设色能力；创作教学的重要内容是研究选择运用适于中国画表达的艺术符号，注重艺术精神的探索和艺术语言的创新；速写是基础教学与创作教学的中间环节．要加强速写，促进中国画教学全面提高。     

音乐教学中师生沟通艺术的探索

师生之间良好沟通方式的建立,是教育产生效能的关键。教师的接纳鼓励和正确的评估,不仅培养了学生学习音乐的兴趣,而且加强了学生的审美能力。     

FROM PRESERVICE PREPARATION TO WORKING LIFE: CAREER EXPERIENCES OF EARLY CHILDHOOD TEACHERS IN FINLAND

ABSTRACT

This is a case study of four students in an early childhood teacher preparation program at a large, state university that intentionally seeks to emphasize supporting children and families from diverse backgrounds and using culturally responsive pedagogy. The program includes a family engagement course in the first semester that is designed to facilitate students’ recognition of the perspectives of diverse families, as well as practica in schools serving children and families from a range of backgrounds. Our investigation revealed that not all of our participants were willing to completely let go of their preconceived understandings of family diversity and engagement, but those who did were very willing to try multiple ways of building mutually beneficial relationships with families. Our findings suggest that teacher educators must have an understanding of the cultural and family backgrounds of teacher preparation students so as to better support students in decentering and resisting normalizing their own family and school experiences.     

用“三个代表”的重要思想看我党八十年经历的主要曲折

中国共产党作为用马克思列宁主义武装的无产阶级政党，必须坚持“三个代表”,努力当好“三个代表”。“三个代表”是衡量党在重大问题上是非得失的标准和尺度。回顾我党80年来遭受过的几次重大挫折，都是背离“三个代表”精神所在。在新的世纪里，中国共产党更应以史为鉴，把“三个代表”的理论和实践活动推进到一个新的水平，使我党永远立于不败之地。     

GRAPPLING WITH CLASSROOM MANAGEMENT: THE ORIENTATIONS OF PRESERVICE TEACHERS AND IMPACT OF STUDENT TEACHING

This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of classroom management developed as part of university coursework. Upon completion of student teaching in environments characterized by teacher-centered practices, analyses revealed a shift toward more teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and mastery experiences as influential in determining preferred orientations and management techniques cited as relevant within the classroom.     

CAREER PATTERNS OF MEN AND WOMEN IN RESEARCH AND DEVELOPMENT: A VIEW FROM ILO

Beginning with a broad presentation of the ILO, the article concentrates on the activity of the organization in favour of equality in the workplace between men and women. Although the 1974 UNESCO Recommendation on the Status of Scientific Researchers is the only international instrument which specifically addresses the employment issues of this occupational category, its provisions arc in fact reinforced by the ILO Compendium of Principles and Good Practices for Professional Workers which was adopted in 1977. With regard specifically to eastern and central Europe, the ILO is in general assisting the countries of the subregion in such domains as the reform of labour legislation, the improvement of collective bargaining, and the enhancement of entrepreneurship. It is also vitally interested in improving the status of women workers.     

THE INFLUENCE OF VYGOTSKY IN MOVIMENTO DA ESCOLA MODERN A EARLY CHILDHOOD EDUCATION CURRICULUM IN PORTUGAL

Abstract

The present study investigated specific teacher factors that potentially influence teacher‐child relationships with preschool‐age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3–6‐year‐old children in community‐based childcare and preschool centers in one mid‐western state. There were 46 teachers who reported on their relationship with a child with a disability or concerning developmental delay. Positive correlations were found between teacher‐child relationships and the teachers’ educational backgrounds, self‐reported teaching efficacy and parent‐teacher relationships. The parent‐teacher relationship appeared to be the strongest teacher‐related factor predicting the quality of teacher‐child relationships. Compared to other teachers, the teachers of children with delays or disabilities reported comparable parent‐teacher relationships and more positive teacher‐child relationships, especially when more than one child with concerns was reportedly enrolled in the classroom. Teachers with children who had developmental delays reported lower teaching efficacy scores. The role of parent‐teacher relationships is highlighted as a possible moderator when teachers feel less than capable or positive about individual children in their program.     

CULTURALLY SITUATED EXPLORATIONS OF CHILD DEVELOPMENT: A HOME VISIT PROJECT FOR PROSPECTIVE EARL Y CHILDHOOD TEACHERS

As part of a child development course in an undergradute early childhood teacher preparation program, students completed a home visit project with a family of a culture other than their own. This report examines the assignment's effectiveness in helping students become aware of the cultural nature of human development and the role of the family in the child's growth and development. Student responses obtained through focus groups, papers, field notes, and course evaluations included 1) reflections on the nature of the experience; 2) reactions to the role of researcher in the home of relative strangers and 3) evaluation of the learning. Although students seem to have achieved some understanding of the role of family and culture, the further step of recognizing culture as fundamental to development was generally not an outcome of the present intervention.     

TEACHING,TECHNOLOGY, AND SUPPORT IN THE NEW MILLENNIUM: A GUIDE FOR NEW COMMUNITY COLLEGE TEACHERS

Beginning community college faculties have many responsibilities associated with teaching. Technology can alter and enhance some of the traditional expectations for teaching and learning. New professionals will benefit by becoming familiar with existing and new technology and by recognizing the college mechanisms and support systems available to them including mentors, faculty, and staff.