试论中学生非正式群体

非正式群体存在于正式的班集体中,构成班集体的二元结构。非正式群体存在的必然性,使得对非正式群体的管理成为班集体管理的重要组成部分,本将就非正式群体的形成,特点,分类进行研讨,并对非正式群体的消极影响进行分析,提出了有关消除非正式群体不良影响的对策。     

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.     

Career coping styles: differences in career attitudes among secondary school students

The types of difficulties associated with career attitudes were studied using Super’s model of career maturity (1990) in a group of 620 Portuguese students from grades 9 and 12. A cluster analysis identified four styles with different patterns of association between time perspective, attributional beliefs, self-esteem and career attitudes. The adaptive style showed more committed career attitudes, and the other three styles—superficial, insecure and pessimistic—showed lower levels of career maturity. Implications for career counselling are further discussed.     

Gender differences in instrumental learning among secondary school students in Hong Kong

This paper examines the extent of gender differences, and discusses the role of gender in musical instrument learning. It focuses on the collective instrumental experiences of 1493 Chinese students (774 boys and 719 girls attending grades 7–13) within Western and non‐Western musical traditions in Hong Kong. The discussion draws attention to gender differences in the learning of Chinese and Western musical instruments, in musical interest and instrumental learning, and in the reasons why students learn or do not learn musical instruments. The paper argues that, while female and male students exhibit different attitudes towards the types of instruments learnt, significant correlations exist between their interest in music and parental support for their instrumental learning. Gender is brought to the fore by the pedagogical actions of the teacher, the mass media and by parental efforts to reduce gender bias and stereotypes through school, public and family education.     

Relationships of some socio-personal factors to mathematics achievement of secondary school and university students in Bophuthatswana

Poor matriculation mathematics results in Bophuthatswana led us to make exploratory efforts to identify possible non-pedagogical factors responsible for such results. Two small scale studies were carried out to examine relationships of socio-personal variables to mathematics achievement. Study 1 looked into the impact of socioeconomic background, school alienation, sex, self-concept and attitude toward mathematics on mathematics performances of secondary school pupils, while study 2 was aimed at examining relationships of dogmatism and mathematics anxiety to mathematics achievement of first-year university students. The data of these two studies invite the attention of mathematics educators to the importance of attitude toward mathematics, mathematics anxiety, and dogmatism in mathematics achievement of Bophuthatswana secondary school and university students.     

当代大学生法律意识的缺失

由于各种原因,当代大学生现代法律意识水平普遍较低,法律素养不够。本文从四个方面探讨了当代大学生法律意识缺失的原因。     

当代大学生的问题意识及其培养

问题是科学研究的起点,也是创新的生长点,问题意识是促动主体进行创造性活动的内驱力．是当代大学生应当具备的基本素养。尽管当代大学生出生成长在一个相对多元化的社会环境,相对具有更为开阔的思维和视野,但长久受制于应试教育而形成的被动学习习惯使他们在进入大学校园之后仍然不能摆脱应试性学习思维,大部分学生既提不起发现问题的兴致也缺乏提出问题、分析问题的技能。培养大学生的问题意识,需要学校在制度层面提供基本条件,教师在教学中积极尝试有益的探索和改革。同时也需要学生自身的努力和配合。     

当代大学生法律意识的缺失

由于各种原因,当代大学生现代法律意识水平普遍较低,法律素养不够。本文从四个方面探讨了当代大学生法律意识缺失的原因。     

中师生的问题行为及教育对策

问题行为是指学生在成长过程中出现的影响学习、品德和性格健康发展的不正常行为。本文分析了中师生问题行为的表现 ,即攻击性、品德不良、压抑性、过失性等 ,并提出了矫正中师生问题行为的教育措施     

Cognitive distortions and autonomy among Chinese university students

The purpose of this study was to examine the roles of university students' cognitive distortions in their sense of autonomy. One hundred and three third-year university students from Shanghai, The People's Republic of China, responded to the Cognitive Distortion Scales [Briere, J. (2000). Cognitive Distortion Scales: Professional manual. Lutz, FL: Psychological Assessment Resources, Inc.] and to the Iowa Developing Autonomy Inventory [Jackson, L. M., Hood, A. B. (1985). The Iowa Developing Autonomy Inventory. In A. B. Hood (Ed., 1997), The Iowa student development inventories (2nd Ed), (pp. 32–43). Iowa City, IA: HITECH Press]. Results suggested that in general, cognitive distortions have a significantly negative impact on Chinese students' sense of autonomy. However, there was also an indication that cognitive distortions could play the roles of psychological defense mechanisms, which provided some support to Bowins' [Bowins, B. (2004). Psychological defense mechanisms: A new perspective. American Journal of Psychoanalysis, 64 (1), 1–26] recent argument that cognitive distortions may not always be dysfunctional. Implications of the present findings are discussed in relation to students, faculty members, and university counselors.     

在师专化学实验教学中培养学生的环保意识

良好的环境是我们生存和发展的需要 ,开展环境教育 ,教师是研究者和指导者 ,学生是主体发挥者和创造者 ,本文对化学实验教学中怎样培养学生的环保意识进行简单介绍和讨论     

建立大、中专在校学生自我管理机制

随着全国大学本科及大专科考就读人数逐年增招,所以高素质大、中专生源日益凸显乏人,初中应招的高职大、中专学生多数是由于家庭困难或渺于前途而选择接受中专教育,以便捷于早日就业。     

Mental disorder stigma among Scottish university students

Many studies have investigated university students’ attitudes to people with mental disorder (PMD) but most have used medical student participants. No Scottish studies were found on this topic where students of a broad range of subjects had participated. A mixed methods research design was employed where the topic was qualitatively explored (n = 3) prior to quantification of perspectives via questionnaire use (n = 642). Only 10.3% of questionnaire respondents agreed that PMD tended to be more violent than others and only 3.7% believed keeping PMD in psychiatric hospitals made the campus safer. Over 94% disagreed that PMD caused their problems, but 20.3% disagreed that PMD often improved with treatment. Almost 4% reported unwillingness to work on a class project with PMD. Science students were significantly more likely than arts students to view PMD as: violent, unpredictable, blameworthy for their condition, people who should be kept away from campus, causing them to feel unsafe. International students were more likely to ‘strongly agree’ than European Union (EU) students that PMD should be kept off the campus. EU students were more willing to work on a class project with PMD than international students were. Postgraduate students exhibited several more negative attitudes than undergraduates; being more likely to see PMD as violent and less likely to work on a class project with PMD. The need for mental disorder stigma related education among students at Scottish universities should be assessed.     

谈谈中学生的自我意识及其获得

一、自我意识释义 　　自我意识也称自我,是一个人对自己以及自己与他人关系的认识。具体说,自我意识包含了人在实践活动中对自己、自己与自然、自己与他人、自己与社会等关系的认识活动。 　　依据不同的标准,自我意识可有多种类型。 　　从意识活动的形式来看,自我意识表现为具有认知的、情绪的和意志的形式。属于认知形式的有：自我感觉、自我观察、自我概念、自我印象、自我分析和自我评价等,统称“自我认知”。属于情绪形式的有：自我感受、自爱、自尊、自恃、自卑、自傲、责任感、优越感等,统称为“自我体验”,以体验的形式表…     

中职生网络道德现状及其培育

随着电子信息技术的发展,网络成为了很多人日常生活中很重要的一部分。作为网络群体的中职业,受其自身心特点、网络虚拟性和开放性,以及家庭教育缺失和学校管理不力等因素影响,容易产生网络道德失范行为。因此,必须加强对中职生的网络道德教育,培育其网络道德意识。