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中学绩差生和优良生成就归因与学习效能感特点的研究 总被引:2,自引:0,他引:2
本研究旨在探讨中学绩差生和优良生的成就归因和学习效能感的特点,被试为北京市某中学平均成绩在60分以下(绩差生)和80分以上(优良生)的学生。研究结果表明:绩差生和优良生在成就归因和学习效能感特点方面存在显差异,绩差生表现出消极的归因方式和较低的学习效能感,优良生表现出积极的归因方式和较强的学习效能感。 相似文献
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新建的上海道小学,是按照现代化教学需要设计建筑的。它的内部结构科学,外貌也十分美观,整个校舍好象一座由汉白玉雕成的巨大的工艺美术品。人们从它面前走过,都不禁要投以赞赏的眼光。你可知道,这个学校的主人和他们的校舍一样美好?各年级学生的成绩平均在九十分以上,他们身体健康,思想品德优良。热爱学习,遵守纪律,讲卫生,懂礼貌,团结 相似文献
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"九五"重点教育科研课题《非智力因素对学生语文学习分化影响的研究》结果表明,影响一个人成才的诸多因素中,非智力因素优秀者都超过非智力因素不良者,优秀生中智力中等和中等以下的占67%,而学困生中智力中等和中等以上的占50%;对学生理想、动机、兴趣、意志和学习习惯、学习方法等非智力因素的调查表明,优秀生和学困生生有显著地差异。 相似文献
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上学期,我班转来五名留级生,其中四人语文、数学都不及格,最差的平均成绩只有二十分这些学生不仅学习成绩差,而且不遵守纪律,真是名副其实的“双差生“。怎样转变这些学生呢?我首 相似文献
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为全面促进学生体质健康发展,激励学生参加体育锻炼,本市从2003年起在各级各类学校全面实施《学生体质健康标准(试行方案)》。根据教育部、体育总局颁发的《学生体质健康标准(试行方案)》,大、中、小学生体育达到良好等级以上者,方可评为三好学生,获奖学金;体育成绩合格方可毕业;高校体育成绩不及格者按肄业处理。学生考核实行百分制,根据最后得分评定为优秀、良好、及格、不及格四个等级。学生毕业年级的等级评定,按毕业当年的成绩和其他学年平均成绩各占50%之和评定。在每年的考核中,学生达到良好和优秀,方可评为三… 相似文献
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陈梅 《中学物理教学参考》2000,29(7):1-3
一、问题的提出在高中教学多年的物理教师不难发现,学生中物理成绩好的男生多于女生,物理学习困难的女生多于男生.笔者对男女生在物理学习方面的差异做了一定程度的研究,调查了高中500名学生的物理成绩情况.根据调查数据得出:男生物理平均分88.74,女生物理平均分83.38,优秀生中 相似文献
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《合肥教育学院学报》2010,(6):106-106
《合肥学院学报(社会科学版)》在2010年4—7月第四届全国、高校社科期刊评优活动中喜获2项奖励:《合肥学院(社会科学版)》被评为"全国高校优秀社科期刊","朱子研究"被评为特色栏目。本奖由全国高等学校文科学报研究会颁发,旨在展示教育部哲学社会科学名刊工程启动以来高校社科学术期刊所取得的成绩。 相似文献
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E. L. Lehmann 《Higher Education》1991,21(3):437-444
Norwegian students abroad and foreign students in NorwayCountry report on Norway 相似文献
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Cambra C 《American annals of the deaf》2002,147(1):38-45
Peer relations are of great importance during adolescence. Belonging to a group and feelings of acceptance or rejection by other members are paramount. The article explores the attitudes of 792 hearing students from 10 to 20 years of age in 22 different schools in Spain toward the classroom mainstreaming of deaf students. In general terms, the results, obtained from a scale similar to the Likert and consisting of 19 questions, show that the deaf student is well received socially by hearing classmates. Hearing students in general felt that deaf students might be better looked after at a special school and that deaf students did not work as hard as hearing students. Young female hearing students reported the strongest support for mainstreaming of deaf students. Teachers were perceived as dedicated and patient. 相似文献
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We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms. 相似文献
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This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation. 相似文献
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L. Van den Broeck T. De Laet M. Lacante M. Pinxten C. Van Soom G. Langie 《European Journal of Engineering Education》2018,43(5):741-756
To stimulate a flexible lifelong learning system students can enter university via lateral entry. Unlike traditional first-year students, lateral entrance students are not well-studied. Therefore this study focuses on comparing first-year students with a specific group of lateral entrants, namely bridging students at the Faculty of Engineering Technology, KU Leuven. Using Astin’s Input-Environment-Outcome model resulted in (1) Input variables, namely prior education and initial learning and study strategies, (2) Environmental influence, measured with a questionnaire focussing on perceived transition to university, and (3) Outcome variables, namely dropout and academic achievement. Analyses resulted in similarities for the outcome variables, but differences in terms of secondary education. Regarding the input (LASSI) and environmental questionnaires, for only two of the 13 scales a moderate effect was found (perceived preparedness and test strategies). Consequently, research findings of first-year engineering students can be compared, taking into account their specific differences, to the context of bridging students. 相似文献
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The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted. 相似文献