如何正确对等和处理中师生存在的情绪性问题行为

中师生目前存在不同程度的情绪性问题。中着重分析了该问题产生的原因，研究的意义及处理方法。     

如何正确对待和处理中师生存在的情绪性问题行为

中师生目前存在不同程度的情绪性问题。文中着重分析了该问题产生的原因，研究的意义及处理方法。     

浅析问题行为和品德不良的区别

问题行为和品德不良是一对密切相关的概念,一些问题行为也是品德不良行为,一些品德不良行为也是问题行为。但二者有着不同的行为成因、行为表现、行为目的、诊断鉴别标准和防治方法。     

中师生行为困扰调查

中师生是未来的小学教师,他们的素质高低将直接影响小学生的成长。为了解本校中师生心理健康状况,特选取一、三年级的学生进行了行为困扰的调查。数据分析显示:无论从总体上,还是两个年级分别来讲,学生在自我关怀和学校生活方面的困扰都是最严重的,其中学校生活困扰程度更甚;一、三年级在各量表上无显著差异;一年级学生的学校生活困扰程度高于三年级学生;自我关怀困扰与身心发展困扰、人际关系困扰、家庭生活困扰相关较高。     

中师生心理受挫的表现及教育对策

民族地区中师生由于社会发展及其在生活,学习,家庭环境等方面的特殊性而产生心理挫折,学校要采取灵活的教育策略增强学生抗挫能力。     

不良品德行为浅析

不良品德行为是指错误的道德支配、违反道德规范、损害他人或集体利益的问题行为。在中学里有不良品德行为的学生虽属少数，但消极作用大，经常干扰学校和班级教育教学工作，有的带坏其他同学，甚至走上犯罪道路。研究表明13-15岁是初犯品行不良行为或劣迹行为的高发期，15-18岁是青少年犯罪的高峰期。这说明中学生中不良品德行为是一个不容忽视的社会问题，新形势下犯罪“低龄化”的趋势，给中学教育工作带来了新的挑战。因此，重视不良品德行为学生的矫正教育，已迫在眉睫。     

中职生不良品德行为成因及对策

中职学生的不良品德行为形成具有其客观性与主观性，有家庭教育的不足与社会的负面影响。研究运用多种方法加以矫正，是职业教育者的必然选择。     

学业不良学生的心理与行为问题及教育干预策略

随着时代的进步,人们越来越关注教育中的每一个个体,注重教育质量整体的提高,而学生学业不良问题也一直倍受关注.国内外研究表明,学业不良学生的心理与行为问题突出表现在社会适应、违纪行为、焦虑抑郁情绪、自杀倾向等方面.文章对学业不良学生的心理与行为问题的主要成因进行了分析,并提出了探索学业不良学生心理与行为问题干预的有效途径.     

幼儿攻击性行为的成因及矫正策略

儿童时期,攻击性行为是反社会行为中最具代表性、最突出的一种行为。幼儿攻击性行为受到生理、家庭、环境和心理等因素的影响。要纠正幼儿的攻击性行为,必须采取通过解决人际问题的认知智能训练,提高儿童的认知能力;转变家庭教育中观念的偏差;正确利用大众传媒对儿童的影响;培养幼儿的自我控制能力等有效策略,以便更好地促进幼儿的社会性发展。     

谈当前农村小学生品德行为问题与对策

一、农村小学生品德行为的现状 总体上讲，农村小学生品德行为的主流是好的，爱祖国，爱学习，有理想，守纪律，团结同学，尊敬老师，这些都是我国农村小学生的优秀品质和基本特点。但是，也存在不少问题。现对农村小学生品德行为具体现状分析如下：     

Attitudes of secondary school students towards doing research and design activities

Research and design activities are often employed in STEM (Science, Technology, Engineering & Mathematics) education. This study aims to examine students’ attitudes towards doing research and design activities in secondary school, among two groups of students: (1) students that take the quite recently introduced Dutch subject O&O (research & design), in which students perform authentic research and design projects related to STEM disciplines; and (2) students that do not take O&O. The subject O&O is only taught at a limited number of certified, so called ‘Technasium’, schools. A questionnaire, developed by the authors, was completed by 1625 students from Grades 8 and 11. Unlike previous studies on student attitudes, which usually use abstract concepts like ‘science’ or ‘technology’, the questionnaire used in this study contains active verbs to characterise research and design activities. The results showed that, in general, students who took the subject O&O had more positive attitudes towards doing research and design activities than regular students. Both student groups appeared to find doing design activities more enjoyable than doing research activities. The results of this study provide useful information for teachers as well as teacher educators about the existing attitudes of students, for example their preference for design projects over research projects.     

Classroom learning environment and motivation towards mathematics among secondary school students in Uganda

This article reports a study of secondary students’ perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening In this Class? (WIHIC) questionnaire. Associations between student perceptions of the learning environment and motivation towards mathematics were examined using simple correlation and multiple regression analyses. The results of the t tests for independent samples indicated a statistically significant difference in student perceptions between different school types. Student perceptions on some of the modified WIHIC scales were statistically significantly associated with student motivation. The results suggest that teachers wishing to improve student motivation towards mathematics, in general, should emphasise the learning environment dimensions that are assessed by the WIHIC. The findings have implications for teachers of mathematics and head teachers, particularly those in secondary schools.     

中学学校体育对中学生道德教育影响之我见

作者探讨当今中学学校体育在教学过程中对中学生道德教育的重要影响,这种影响具有两面性:正向性和负向性.通过查阅相关文献资料和对调查问卷进行分析思考,笔者对当今学校体育对中学生德育影响过程存在的相关问题及如何解决现存问题进行尝试性探讨.     

对中职学生德育教育的几点思考

当前中职学校学生的思想道德状况总体上看主流是好的,但由于受社会多种复杂因素的影响,部分中职学生心理素质脆弱,缺乏抗挫折教育和感恩意识。本文围绕营造良好的家庭环境、校园环境、社会环境等方面提出了对中职德育工作的几点的思考。     

Attitudes of secondary school teachers towards inclusive education in New Delhi,India

This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two‐part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16‐item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education.     

中职学生赏识教育视域下的批评艺术

随着教育改革和素质教育不断推进,对于中职学生赏识教育提出了新的要求,这也是本文分析研究的重点,而中职学生赏识教育视域下具体批评艺术则是本文探究关键。要做到基于深入挖掘批评艺术需要建立在中职学生学生个性特点分析基础上,更要认识到赏识教育的必要性,只有掌握赏识教育特殊方法,才能真正地了解到批评艺术的内涵,从而真正做到在赏识教育下进行批评教育。     

Meaningful education for returning-to-school students in a comprehensive upper secondary school in Iceland

Dropout from upper secondary education in Iceland is higher than in the neighboring countries, but varied options to re-enter school have also been on offer. This article focuses on how students, who had returned to a selected upper secondary school after having quit in one or more other schools, benefited from an innovative pedagogical approach used in the school. The article draws upon interviews, in which the interviewees expressed their pleasure with the school, reporting three main assets of its pedagogy: firstly, a supportive school ethos and student–teacher relationships expressed by the ways in which teachers worked, and also in teachers’ views towards students; secondly, an online learning platform, used by all teachers, which the students could use to structure their studies; and thirdly, the use of formative assessment and no final end-of-term examinations. This pedagogy comprises a whole school approach, and the article concludes that such a school culture and practice enables teenagers and young adults to exercise their right to re-enter academic upper secondary education, which prepares for college, rather than directing them to an industry vocational or practical study program they take little or no interest in.     

An Exploration of Attitudes towards Modern Biotechnology: A study among Dutch secondary school students

Modern biotechnology will have a large impact on society and requires informed decision‐making and critical attitudes toward biotechnology among the public. This study aims to explore these attitudes in secondary education. For this purpose, a questionnaire was constructed according to the general tripartite theory of attitudes. A total of 574 Dutch secondary school students completed the questionnaire. Based on principal component analyses, several distinct and independent cognitive, affective, and behavioural factors were found, demonstrating that attitudes towards biotechnology are a multi‐component concept. In a cluster analysis on these factors, we found four interpretable clusters representing different groups of students. The four groups are labelled “confident supporter” (22%), “not sure” (42%), “concerned sceptic” (18%), and “not for me” (17%). These results indicate that there is a diverse appraisal of modern biotechnology among secondary school students. Suggestions for educational interventions are made.     

Academic dishonesty among Hong Kong secondary school students: application of theory of planned behaviour

The theory of planned behaviour was used to examine academic dishonesty among secondary school students in Hong Kong. Participants were 386 students in Forms 1–3 (Grades 7–9). Attitudes toward cheating, perceived behavioural control, and moral obligation were positively related to the intention to cheat, but only the subjective norm against cheating was significantly related to self-reported cheating behaviour. The subjective norm was both a predictor of self-reported cheating and a moderator of the relationship between the intention to cheat and self-reported cheating: the intention predicted the behaviour only when the subjective norm against cheating was perceived to be weak.