如何定量分析填报高考志愿

一年一度的高考着社会各界，尤其是广大考生和家长的心，她既关系到国家选拔培养优秀人才的大事，更关系到考生个人前途命运。从去年全国各圾关部门组织的高考填报志愿咨询大会的热烈程度可见，如何填报高考志愿是一道多私复杂而又必须解开的难题。     

高考志愿填报策略分析

进入一所理想的大学就读是每一位考生的梦想。考上理想的大学不仅有要有高考成绩作为坚强后盾,更要有科学、合理的高考志愿作为支持。如何填报平行志愿?考生和家长如何为这一场开卷高考做好充分的准备呢?本文通过对平行志愿的深度解读,利弊分析,阐述了高考平行志愿的填报策略。     

志愿填报8要诀

一要考虑考生的兴趣、特长。许多家长不顾儿女的兴趣、特长,急功近利,或以经济效益定向,把家长个人意志强加在儿女身上,最后成了家长的志愿,而不是考生的志愿。这样造成的结果是许多考生入学后,对专业没有学习兴趣,大学四年荒废学业。事实上,兴趣、特长要与专业相匹配,国外用人单位在选人时认为,性格比能力更重要。所以,在填报志愿时,家长应尽量考虑儿女的想法。 二要了解高考政策。包括教育部的高考改革新措施和高校     

招办人细述高考志愿填报

如何填报高考志愿,是令广大高中毕业生和家长颇费苦心的事。的确,志愿是考生的理想和意愿,关系到个人今后的发展、前途和命运,不能不慎之又慎。     

浅谈高考志愿填报

在招生办工作多年,每年无论是平时,或是高考结束后,接触到考生及其家长,谈论最多的便是怎么样能上一个理想的学校,也就是根据自己的高考分数,怎么样才能达到最优选择,既不能落选,也不能吃亏太大.这的确是摆在每个考生面前的难题.     

高考志愿填报策略

一年一度的高考又即将来临，接着便是填报志愿。面对志愿填报，许多考生和家长往往担心一着不慎满盘皆输。下面根据我们多年指导高三学生填报志愿的经验谈谈看法，供广大考生及家长参考。     

高考志愿填报浅谈

高考报志愿关乎着考生的前途和命运,是考生、家长最为关心而又必须面对的问题.历年因志愿填报不当而导致高分落榜、高分低就的例子比比皆是.在这里.我们根据多年的招生工作经验,针对高考志愿     

填报高考志愿的10条金玉良言

1.安排好现在的学习,规划好未来的志愿。现在不少家长认为,高考之后再来考虑志愿也不迟。然而,根据多年的咨询经验,这恰恰是高考志愿填报中家长存在的最大误区。高考志愿填报涉及高考政策、院校信息、录取规则、个人性格与兴趣、专业与行业发展、专业与就业等诸多因素和海量信息,要等高考分数出来到提交志愿的5天多的时间里,在近2000所大学和2000多个专业里,找到适合自己分数、性格和兴趣,而且符合国家社会发展需求的学校和专业,将是十分困难的事情,这也是很不负责任的做法。不少考生和家长到交志愿前对一些基本政策     

职业生涯规划导航高考志愿填报

每年一度的高考牵动着亿万家长和考生的心弦,吸引着无数民众的目光,寄托着千万个家庭的梦想和希望。它不仅是对考生们的一种历练,更是对家长及社会的一种考验。虽然高等教育已经由精英化教育向大众化教育转变,但考试的竞争仍旧如没有硝烟的战场,战鼓擂擂。而且随着就业队伍的壮大和就业形势的日益严峻,填报高考志愿也就成为决定考生命运最为重要的一关。在填报高考志愿的过程中,可谓是仁者见仁,智者见智。每当高考来临,很多指导报考的机构和书籍便会应运而生,帮助考生和家长分析历年各院校、各专业录取分数、     

高考志愿填报实操步骤及案例分析

<正>高考结束后，大多数考生都处在放松阶段，对志愿填报没有过多的研究，高考成绩公布后，考生很难在短时间内将各种志愿填报材料和招生政策了解清楚，志愿填报无从下手。家长常常打电话咨询笔者，“老师，我家孩子今年高考理科×××分，能录取个啥学校？”其实，这是一个根本无法回答的问题。高考志愿的填报与很多因素有关，相同科类相同分数，对不同的考生，填报的志愿可能完全不同，     

Journeys across educational and cultural borders: international postgraduate students with young children

There is substantial research about international postgraduate students but little research about their experiences as parents or their children’s experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural understandings of learning and post-structuralist understandings of identity, revealed emotional complexities, stress and transformation as parents and children made many transitions. Parents wanted their own culture respected and their host culture decoded. Families experienced tensions around the use of home and host languages as they juggled children’s present and future linguistic needs. Supporting international students in their family identity has positive effects for them, their children and their doctoral studies, and hence for universities. Further research about the experiences of international students who are parents and of their children could assist in the formulation of policies to effect such support.     

智力落后儿童家庭性教育状况的调查研究

对北京、南京、深圳三地10所培智学校处于青春期学生的家庭性教育状况的调查表明：智力落后儿童的家庭性教育比较薄弱，甚至在一些家庭中是空白的。表现在家长性知识匮乏；不少家长存在观念深处的问题，在对子女进行性教育中所应承担的责任和应扮演的角色认识不足：家长对智力落后儿童有被动的性教育行为，而主动、正面、积极地对孩子进行性教育与指导的较少。在此基础上提出相应的建议。     

‘There are lots of different kinds of normal’: families and sex education – styles,approaches and concerns

This paper reports on qualitative research with Australian parents concerning their attitudes to sexuality and relationships education, both at home and in school. A wide range of values and attitudes were represented among parents in this study. Regardless of the varying approaches parents used, all participants expressed a desire for their children to be well informed about sex, sexual health and relationships, yet many felt inadequate to the task of providing high-quality sex education to their children. Some participants blamed this lack of confidence on their own limited education about sexuality. Their main concern was to ensure that their children are safe and that when they do become sexually active their experiences of sex are positive. Most participants saw sex education as primarily their responsibility, with school sex education as an important adjunct. They wanted to be well informed about the timing and content of school programmes for their children, and to be assured that those educators who will be teaching their children about sexual health have the skills and qualifications to do their job well, while remaining sensitive to the diversity of values among students and their families. While most parents who participated in the research supported sexuality education in schools, they did so with reservations. In particular, they wanted schools to take an active role in communicating with them about the content of sexuality education programmes and be open to meeting with those parents who expressed concerns.     

Parental perspectives and challenges in inclusive education in Singapore

Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion.     

Building strong parent–teacher relationships in primary education: the challenge of two-way communication

This study investigates which subjects teachers talk about with parents in parent–teacher conferences and other contact moments, and how they communicate with regard to these subjects. Fifty-five in-depth interviews were carried out with teachers from special education schools, at-risk schools serving low socio-economic status children and mainstream primary education schools in the southern part of the Netherlands. The results illustrate that (1) two-way communication is used the most in at-risk schools, (2) teachers find it difficult to involve parents in the decision-making process concerning special care for the child, and (3) the teachers’ attitude towards parents is best when it comes to difficult discussion topics. When situations are really difficult, teachers stand alongside the parents instead of addressing them from their expert role, asking them ‘How can we solve this together?’. Teachers should be more aware of this quality, and not be afraid to address difficult subjects or conflicts.     

Parents as protectors: A qualitative study of parents’ views on child sexual abuse prevention

Although parents are essential to child sexual abuse (CSA) prevention efforts, their views on prevention and protection are not always represented in the research literature. In this qualitative study of 24 Australian parents, beliefs about CSA, its risk factors, prevention methods, and parents’ role in CSA protection, and parents' approaches to protection of their own children, are examined. Findings were condensed into five themes: (a) parents' understanding of child sexual abuse, grooming and risk; (b) parent-led CSA education; (c) parents’ beliefs about CSA education; (d) children recognizing and resisting CSA; and (e) parent responsibility for protection. Findings suggest that parents have a good knowledge of CSA and its risks. However, they do not provide their children with the comprehensive prevention messages recommended by prevention campaigns and many concentrate on abduction dangers. This gap between knowledge and parental communication with children could be due to parents' beliefs that there may be harms associated with education of children about CSA (e.g., such as inciting new fears and worries or reducing trust in others) and that the method may not be effective in protecting children from CSA. This study adds to the existing literature by presenting information that could be useful in designing programs to include parents in CSA protection and by approaching CSA research with parents as the key agents in the protection of children.     

Dismay and Disappointment: Parental Involvement of Latino Immigrant Parents

Parental involvement in schools has become more popular over the past decade due to Goals 2000 and research suggesting that student academic success increases when parents are included in the education of their children. Although researchers have examined the issue of parents and schools, limited research on parental involvement has been conducted within immigrant communities. Latino immigrant parents within a predominantly Latino community in California were interviewed. Although the community has strong Latino roots, these immigrant parents believed the schools do not listen or care to listen to their needs as parents. The parents in this study desired to be a part of their children's education, but forces within their children's school prevented them from doing so. The parents wished that teachers would be available to speak about grades, be able to find interpreters during open house and at other times throughout the school day, and communicate with the parents when their child is in need of assistance. Due to the apparent walls that had been established within the school's structure, the parents in this study felt abandoned and helpless while trying to gain information regarding their children's education. Parents in this study were so passionate about their stories that they pleaded with the researcher to let their story be heard in the researchers' teacher education courses so future teachers would know how immigrant parents felt.     

透视家庭教育中的“重智轻德”现象

随着社会的发展，当代父母日益重视家庭的子女教育功能。但是，并非每一位父母在教育子女上都达到理想的效果。重要原因是家庭教育走入了“重智轻德”的误区。家庭教育中“重智轻德”现象的消极后果不容忽视。因此家庭教育应坚持德智并重的原则。     

外出打工人员子女的家庭教育问题及对策

由于外出打工人员常年在外，在对子女的家庭教育方面出现了如隔代教育、父爱失衡、重利主义倾向等一系列的问题，这些都对孩子的身心成长十分不利。这篇论文综合分析了外出打工人员子女所存在的家庭教育问题，并提出相应对策。     

“大球理论”与教育中父母及子女的权利

“大球理论”是在“自由教育”理论的基础上提出的。“大球理论”认为,父母对子女教育的希望和理想并不意味着要为子女规定固定的成长模式。父母拥有选择子女接受何种教育的权利;但同时,子女也有接受教育的自主权。关于家长在子女教育上的权利,应该既反对压制子女,同时也要公正地对待父母对孩子的殷切希望和他们为抚养子女做出的牺牲;关于子女受教育的自主权,应重视从小培养他们的自主意识,使之懂得追求心灵的自由。