组织变革准备对心理授权的影响研究——基于浙江民营企业的实证分析

基于浙江民营企业的实际情况,对4个维度的组织变革准备和4个维度心理授权进行相关分析和回归分析。通过198份问卷样本,从组织变革准备各个维度探讨其与心理的关联性及影响,并提出企业提高员工的心理授权,就应加强组织沟通,使员工积极参与变革。     

Organizational Learning Is Essential to Achieving and Sustaining Change in Higher Education

Organizational change is often temporary or unsuccessful. This literature review of organizational change in higher education explores research in higher education, sociology, and organizational studies focusing on the problem of sustaining successful change. Indicators of successful change are distilled from the recent research. Establishing conditions for continued organizational learning in a college or university is identified as an essential aspect of sustaining successful organizational change.     

学习性评价在小学科学探究式教学中的运用

探究既是科学学习的目标,又是科学学习的方式。它不仅关注学生的动手能力,更关注学生的思维发展。教师应在课堂上通过各种方式促进学生思维的发展,如在观察的基础上了解学生,从而对他们提出质疑,为他们设置挑战,对他们的科学记录内容予以反馈等,所有这些都具有学习性评价的特征。在小学科学课上,如何运用学习性评价来促进学生的探究活动及他们的思维发展是一个非常值得探讨的问题。     

Taking the Helm: Physical Educators Managing Change through Professional Learning Communities

ABSTRACT

Change in education is inevitable. Physical educators are being positioned to effectively manage change and control their own destiny. In order to manage and facilitate positive change, physical educators should clearly embrace and accept physical education as a public health tool, understand the educational change process in schools, and know how to manage change through the strategic utilization of Professional Learning Communities. Physical educators can shape the culture of schools by increasing physical activity levels for students in physical education while facilitating physical activity opportunities for students and faculty across the school day. Given that physical education is a subsystem of the larger school system, each physical educator must understand the nature of change in schools and how to successfully influence it. Professional Learning Communities provide a structure for physical educators to take the helm by influencing positive and systemic change, shaping culture, and advocating for increased physical activity in schools.     

中学组织健康量表(OHI)的修订

本文在对国外有关组织健康理论研究加以回顾的基础上 ,选定Hoy等人的中学组织健康量表 ,结合我国国情进行修订 ,经效度信度检验 ,修订后的中学组织健康量表 (OHI-RE) ,其构想效度和内部一致性信度都很高 ,是一个比较理想的测量工具     

论小学语文教学中的探究性学习

21世纪是知识经济时代,我们必须树立崭新的教育理念。当前,改变学生的学习方式,培养学生发现问题、研究问题、解决问题的能力,已成为世界各国教育改革共同关注的焦点。在小学语文教学中,开展探究性学习有着十分重要的现实意义。     

Benefits of Collaborative Philosophical Inquiry in Schools

In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy.     

Conceptualizing Organizational Dimensions of Instructional Supervisory Practice: Implications for Professional Learning Environments in Schools

This study explored the organizational nature of the professional learning environments of teachers, administrators, and other peer professionals in schools. A conceptual model of the organizational structure and effects of instructional supervisory practices was developed to guide the empirical investigation. The model is based on an organizational conception of instructional supervision in which the variety of supervisory behaviors, interactions, and decision making engaged in by school personnel contributes to a unique organizational/supervisory (O/S) climate infusing a school's professional learning environment. Six meaningful dimensions of O/S climate were empirically derived. Climate variable linkages to various indices of school effectiveness were posited and explored using quantitative and qualitative methods. The study's qualitative findings revealed additional school-level, organizational context factors which further explicated the O/S climate and professional learning environment constructs and quantitative supervisory climate/effectiveness linkages identified in the study's original conceptual model. This revised version was published online in July 2006 with corrections to the Cover Date.     

初中数学自主探究式教学的策略

培养学生的数学探究能力成为初中数学教学的焦点和主题。文章根据教育学、心理学研究学生学习数学的心理,通过实例探讨培养学生自主探究数学的途径在于:创设"想"的氛围,激发探究兴趣;创设"动"的氛围,加强实践操作;创设"问"的氛围,鼓励参与探索。同时,提供生活实例,让学生灵活运用数学;创设成功情景,让学生在数学中体验成就感。如此,方能让学生通过自己的动手操作,在积极参与教学活动的过程中去体验、亲近和应用数学,最终真正成为数学学习的主人。     

关于职业学校开展研究性学习的思考与尝试

研究性学习是一种通过研究某些课题来获取知识、形成能力的教学活动。与常规教学相比,它更重知识的实用性和可生成性,更重学生学习主动性的发挥和创新能力的培养。在职业学校开展研究性学习,应特别注意转变学生的观念,帮助其树立能够学好的自信,要在充分考虑学生的原有知能结构和未来的发展方向的基础上确立研究课题和进行研究活动。     

探究式学习在高职英语教学中的应用

探究式学习是指学生在学科领域或现实生活的情境中,通过主动发现问题、体验感悟、实践操作、表达与交流等探究活动,获得知识、技能的学习方式和学习过程。探究式学习具有问题性、主体性、实践性、开放性和参与性等特征。可以从提出问题、设计方案、监控过程、交流成果四个方面来设计高职英语探究式学习活动过程,其学习评价应遵循鼓励性原则、多样性原则和过程性原则。     

职业技术院校开展研究性学习的需求与动力

根深蒂固的传统教学方式,严重阻碍了职业技术院校对学生创新精神和实践能力的培养。开展研究性学习是解决这一问题的有效措施。从培养目标和学生来源看,职业技术院校比普通中小学更需要开展研究性学习,而且在开展研究性学习的过程中,会获得更大的动力和具有更大的优势。     

Networking for Leadership,Inquiry, and Systemic Thinking: A New Approach to Inquiry-Based Learning

Recent changes in science education standards have mandated a prominent place for inquiry learning in science curricula. However, change from traditional teaching methods to a more inquiry-centered approach is difficult to enact. While research to date demonstrates a number of successful inquiry implementations, it also reveals a slow rate of change along with possible reasons for difficulty in adopting inquiry instructional methods. Further, inquiry reforms have failed in the past. The Networking for Leadership, Inquiry, and Systemic Thinking (NLIST) initiative, sponsored by the Council of State Science Supervisors and NASA, proposes to facilitate inquiry through systemic reform designed to avoid the mistakes of the past and incorporate new knowledge about teaching and learning. Systemic elements targeted for change include a standard conceptualization of science as inquiry, instructional materials, professional development, administrative support and leadership, facilities, community involvement, and technology infrastructure. To date, the initiative has created a detailed definition of inquiry learning and a rubric for evaluating instructional materials against this definition. This paper presents the theoretical and empirical foundations for the NLIST initiative, describes its progress, and outlines future goals.     

关于研究性学习中的教师评价

研究性学习对学生的学习和教师的教学都提出了新的要求和挑战。研究性学习背景下的教师评价不能简单沿袭传统的教师评价机制，必须发展适合研究性学习特点的新的教师评价体系：即应以发展性、形成性、专家型评价为主，定性与定量相结合，多角度全方位的给予评价。在评价中，应处理好评价与管理、定性评价与定量评价、评价过程与评价结果、他人评价与自我评价的关系。     

中小学教师思想道德教育者角色的缺位原因分析

在当前中小学校中,教师的教书职责被彰显,育人角色却严重缺位。认真分析造成这一现象的内外部原因,对于改变这种于国于民将遗憾无穷的局面具有十分重要的意义。     

中小学教师思想道德教育者角色的缺位原因分析

在当前中小学校中，教师的教书职责被彰显，育人角色却严重缺位。认真分析造成这一现象的内外部原因，对于改变这种于国于民将遗憾无穷的局面具有十分重要的意义。     

自觉参与 自主探究 自行创新——高中英语研究性学习初探

高中英语研究性学习分三个阶段。在三个阶段中分别重点强调学生的自觉参与、自主探究和自行创新。同时在不同阶段对学生的研究性学习进行指导。     

图书馆2.0：理念、技术、组织变革

基于图书馆2.0的发展状况,探讨了图书馆2.0典型技术及其应用情况,阐明了图书馆2.0促使组织变革。并以大学图书馆为实例研究了图书馆出现的新职位,以及新职位的产生折射出的图书馆的组织变革。     

研究性学习中的自主性、合作性及探究性

研究性学习的核心目标之一是转变学生的学习方式,而自主性、合作性与探究性是学习方式的三个基本维度.从多个角度对学生在研究性学习中构建良好的学习方式给予探讨,有利于培养和提高创新能力、实践能力,发展学生的个性品质.