小学德育工作中存在的问题及解决方法

习近平主席对教师提出了"三个牢固树立"的要求,希望全国广大教师牢固树立中国特色社会主义理想信念,带头践行社会主义核心价值观,自觉增强立德树人、教书育人的荣誉感和责任感,学为人师,行为世范,做学生健康成长的指导者和引路人。由此可见,立德树人在教师教学工作具有重要地位。德育工作在整个学校教育中占有举足轻重的地位,学校应给予十足的重视。     

The effects of morphological versus phonological awareness training in kindergarten on reading development

The aim of this study was toinvestigate the long-term effects of twodifferent training programs in kindergarten onreading development. One group received aprogram focusing on the phonological structureof words, while a second group received aprogram focusing on morphology. Both groupsalso had some print exposure focusing onphonological or morphological elementsrespectively. During their last pre-schoolyear, participants received training for 30minutes per week for a total of 17 weeks. Acontrol group received no intervention but wasregularly visited by the researcher and hadextensive print exposure. Both trained groupsshowed improvements in phonological,morphological and reading skills in comparisonto the Control Group. The effects of trainingvaried according to mother's educational level:Children of relatively highly educated mothersentered the pre-school training with betterdeveloped metalinguistic abilities thanchildren of less well educated mothers.Significant interactions between the groups andthe mother's educational level, for some of theschool reading measures, indicated thatdifferent training programs had differenteffects on different groups of children.Children of poorly educated mothers profitedthe most from metaphonological training whilechildren of highly educated mothers profitedthe most from metamorphological training.     

Understanding emancipatory forms of educational leadership through schooling justice work: an action research study into second chance schooling development

Concerned about the phenomena of early school leaving in our region, we are two teachers who initiated and developed a new school from the ‘ground up’ to re-engage young people disenfranchised with schooling back into formalised learning. Using critical action research methodology over a three and a half year developmental period, this endeavour involved us in exercising particular dimensions of leadership to engineer a sustainable second chance school. Twelve years after its development, the school continues with enrolments of over 100 senior secondary students in recent years. The schooling justice work we pursued during the developmental period drew us into ‘emancipatory’ leadership work that called us to be; (1) teacher activists embracing social entrepreneurial strategies imbued with (2) relational sensibilities, and (3) architects of socially just school design informed by (4) critical praxis within a university led professional learning community. The ‘second chance school’ has re-engaged over 1000 students back into formalised learning since its inception and has offered pathways into post-school tertiary study, apprenticeships and training for the majority of these students.     

The effects of preliteracy knowledge,schooling, and summer vacation on literacy acquisition

What causes the literacy gap and can schools compensate for it? The authors investigated 3 drivers of the gap: preliteracy knowledge, schooling, and the summer vacation. Longitudinal literacy data over 5 time points were collected on 126 five-year-olds attending higher or lower socioeconomic status (SES) schools during their first 15 months of school. There were several noteworthy findings: (a) gaps in preliteracy knowledge at school entry favor higher SES schools, (b) preliteracy knowledge predicted later progress over and above SES and gender, (c) during the school year there was a widening of the gap between higher SES schools and lower SES schools in reading and spelling skills, and (d) children attending lower SES schools exhibited losses during summer whereas children attending higher SES schools nearly always gained. Contrary to previous studies, the present results indicated that when there are concentrations of children from higher and lower SES in schools located in the children's respective SES areas, the achievement gap widens.     

Modeling effects on the intelligence test performance of test-anxious children

To evaluate the efficacy of modeling techniques for enhancing the performance of test-anxious children, 96 low-, middle-, and high-test-anxious children were assigned to one of three modeling conditions varying in degree of task structure and information provided about a testing session. Children either viewed a modeling film depicting an anxious peer overcoming test anxiety during a test session (Observation condition); viewed a similar film in which the examiner instructed the anxious child in coping techniques (Coping condition); or saw an unrelated film (Control condition). Contrary to expectations, no film nor anxiety effect nor any interactions were significant. Failure to replicate previous studies was attributed to control of examiner bias, superior statistical and experimental controls, and to differences in subject characteristics. The efficacy of modeling films in enhancing rapport during the test situation has not been conclusively demonstrated.     

Artificial intelligence knowledge acquisition techniques for instructional development

Knowledge engineering techniques for developing expert systems may also be useful for instructional development. A review of knowledge engineering focusing on knowledge representation and knowledge acquisition suggests ways in which these methods could be adapted to developing instructional systems. As further work is done on intelligent computer-assisted instructional systems and other complex instructional development projects, knowledge engineering skills may become more important for the instructional developer.     

智力理论的最新发展探析

智力发展理论一直是心理学研究领域最有意义和最活跃的课题之一。近20年来智力理论的最新发展和演变,包括传统智力理论、戴斯的PASS理论、斯腾伯格的三元智力理论和成功智力理论、加德纳的多元智力理论、塞西的生物生态学理论、情绪智力理论以及神经可塑性模型。分析近20年来智力理论发展的趋势及未来智力理论发展的取向,可以清楚地看到,传统单维的智力理论正在走向宽泛和繁荣。     

人脑的可塑性与智力开发

现代自然科学和社会科学的发展证明人脑具有可塑性。人脑的可塑性不但与人的学习能力、记忆能力有着密切的关系,而且与人的创造性思维密切相关;同时,人脑的可塑性对人的多元智力的开发具有重要的作用和意义。     

论陕西民办高校之发展

针对陕西民办高校目前发展状态,从学校发展、学科发展、学生目标定位以及教学目标定位四个方面论述了陕西民办高校今后的发展方向,提出了陕西民办高校的发展要走向全国,学科的发展应以特色性见长,学生培养要以技能型为主,教学应以传承性教育为主的观点。     

Literacy development beyond early schooling: a 4-year follow-up study of Croatian

Reading and Writing - The purpose of this study was to investigate literacy development beyond the early school years. We investigated mean-level and rank-order changes in two reading (word...     

Relations between intelligence and the development of metaconceptual knowledge

Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization. Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development and hypotheses about how metaconceptual knowledge develops are discussed.     

International orthodoxy versus national realities: inclusive schooling and the education of children with disabilities in Lesotho

Specialists with international influence have been advocating in an uncompromising manner the policy of including all children with special educational needs (SEN) in regular schools and classrooms. The endorsement of this policy by an internationally agreed convention implies that it is universally applicable. This paper, however, questions the relevance of this orthodoxy to the educational systems of low‐income countries and argues that the latter cannot easily progress from a situation of virtually no educational provision for disabilities straight to one of fully integrated provision. The paper examines an inclusion policy in Lesotho, a low‐income country, which began with ambitious goals but largely failed to meet the needs of children with disabilities. It then outlines an alternative strategy for that context. A phase of development in which there is considerable use of specialised facilities and selected schools is seen as necessary if more children with disabilities are to have meaningful opportunities for learning.     

Structural, ecological, and psychosocial variables of schooling and their impact on the development of student's self-concept

This chapter deals with the development of student's self-concept in the school context. Using a Systems approach main categories and structural aspects of self-concept and its relation to other variables in the educational field are described. Self-concept is discussed with regard to an ecological perspective by analyzing its relation to variables like social climate, class-size, and reference norms. Under a developmental perspective it is shown that variables of schooling not only produce quantitative changes of self-concept, but also qualitative changes. As a conclusion an integrative view of self-concept development is presented, according to which four developmental levels are distinguished.     

Observations on the missing linkage between theories of historical expansion of schooling and planning for future educational development

There are presently two major bodies of literature that focus on the development and growth of educational systems. The first examines the historical expansion of schooling, with particular emphasis on industrialized countries. The second concentrates on planning for future educational expansion in countries that currently are less educationally developed. In this paper, an overview of theoretical perspectives on the historical expansion of schooling and an overview of perspectives that guide planning for future expansion are presented, and the relationship between the two sets of perspectives explored. It is concluded that these two bodies of literature presently exist, for the most part, as separate bodies of knowledge. Greater communication between individuals engaged in historical research and those involved in planning for future expansion is urged. Specifically, it is suggested that greater efforts be made to explore how studies and theories of historical expansion might provide insights that would contribute to more effective planning for the future expansion of schooling in less educationally-developed countries.

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Zusammenfassung In der Forschungsliteratur gibt es derzeit zwei Hauptströmungen, die schwerpunktmäßig Entwicklung und Erweiterung der Erziehungssysteme behandeln. Während die eine die Erweiterung des Schulwesens historisch unter besonderer Berücksichtigung der Industrieländer untersucht, konzentriert sich die andere auf die Planung zukünftiger Erweiterungen des Schulwesens in Ländern, die z.Zt. im Hinblick auf die Erziehungswissenschaften weniger weit entwickelt sind. In diesem Bericht wird ein Überblick sowohl über theoretische Perspektiven der Erweiterung im Schulwesen aus historischer Sicht als auch über Perspektiven gegeben, die der Planung zukünftiger Erweiterungen zu Grunde liegen. Darüberhinaus wird die Beziehung zwischen diesen beiden Komplexen von Perspektiven untersucht. Abschließend wird die Auffassung vertreten, daß diese beiden Forschungsströmungen z.Zt. weitgehend als getrennte Wissensbestände bestehen. Zur besseren Verständigung zwischen denjenigen, die in der historischen Forschung tätig und denjenigen, die mit der Planung zukünftiger Erweiterung beschäftigt sind, wird geraten. Es wird vorgeschlagen, größere Anstrengungen zu unternehmen, um herauszufinden, wie Untersuchungen und Theorien über die historische Erweiterung klärend beitragen könnten, wirksamere Planung für zukünftige Erweiterungen des Schulwesens in pädagogisch weniger entwickelten Ländern durchzuführen.

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Résumé Il existe actuellement deux larges courants d'écrits portant sur le développement et la croissance des systèmes éducatifs. Le premier examine l'expansion historique de la scolarisation en plaçant un accent particulier sur les pays industrialisés. Le second se concentre sur la planification de l'expansion future de l'éducation dans les pays présentemment moins développés en matière d'éducation. Cet article présente un examen des perspectives théoriques sur l'expansion historique de la scolarisation en même temps que celui des perspectives qui guident la planification pour une expansion future; on y explore également la relation entre ces deux ensembles de perspectives. L'article aboutit à la conclusion que ces deux courants d'écrits existent, en garde partie, comme deux domaines différents de connaissance. Il est fortement conseillé de tisser des liens plus étroits de communication entre les personnes engagées dans la recherche historique et celles concernées par la planification de l'expansion future de l'éducation. Il est spécialement suggéré d'entreprendre de plus gros efforts pour explorer la façon dont les études et théories sur l'expansion historique pourraient donner un meilleur aperçu d'une planification plus effective de l'expansion de la scolarisation dans les pays les moins pourvus en matière d'éducation.

     

成功智力理论对英语素质教育的启示

在现代智力观中,成功智力理论可谓是独树一帜,对传统智力是一次全面突破和超越。它为我国的英语素质教育的具体目标提供了新的理论支持,并对英语素质教育以启示：注重学生非智力因素的培养;充分了解学生的智力特点,实施个性化教学;利用学生经验发展学生成功智力;建立科学的教学评价体系。     

The medium term schooling and health effects of low birth weight: Evidence from siblings

Research has shown that low birth weight is linked to infant mortality as well as longer term outcomes. This paper examines the medium term outcomes that may link low birth weight to adult disadvantage using a national longitudinal sample with a large sample of siblings (Add Health). Results show strong effects on several educational outcomes, including early grade repetition, receipt of special education services, and reports of a learning disability. Results for longer term outcomes are suggestive, though less robust and small in magnitude. Overall, the results suggest that medium term educational disadvantages associated with low birth weight are not driven by family level unobservables and do not accumulate into large long-term disadvantage.