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本文通过对欺负行为以及女生欺负行为具体研究结果入手,讨论了女生欺负行为的特点和具体的干预措施。 相似文献
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Bullying is an increasing problem within childcare facilities, preschool programs, and public schools. As a result, many districts are instituting anti-bullying intervention programs. This article defines bullying and explains the direct and indirect forms it can take. First, it examines research on bullying during the beginning years of school. Next, it explains how relational aggression occurs and the importance of positive peer support systems within their schools. The article concludes by examining the effects of consistent anti-bullying initiatives (e.g. conflict resolution strategies, daily check-ins, journals, and peacemaking activities) that address bullying behaviors among young children. Through consistent and clear interventions, students can build positive peer relationships that promote a safe and healthy school climate and culture. 相似文献
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校园暴力包括校园暴力犯罪和校园欺负。发生在学生之间的校园欺负是预防校园暴力的重点和关键。在这方面,奥维斯校园暴力预防计划是比较成功的蓝本之一,学习并借鉴该计划的具体措施和推广模式对于解决我国当前的校园暴力问题有一定的意义。 相似文献
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李莉 《四川教育学院学报》2007,23(4):8-10
欺负行为在中小学中非常普遍,大约有1/5的学生卷入其中,它阻碍了学生身心的正常发展。本文介绍了欺负行为的类型和特点,欺负的发生发展特点及其影响因素,并对学校中的欺负干预提出了建议。 相似文献
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This paper addresses the issue of bullying of teachers by pupils, which is referred to as teacher targeted bullying (TTB). The aim of this study was to document the nature, duration and level of TTB in an inner London school. The writers believe the results indicate the need for public and professional recognition that TTB exists and that it is a complex problem which can affect teacher performance, morale, and student learning. 相似文献
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小学生欺负问题的干预研究 总被引:1,自引:0,他引:1
《教育研究》2008,29(2):95-99
采用行动研究法在某小学进行欺负问题的干预研究,通过为期五周的干预,实验班学生上学和放学路上受欺负的比率和在学校情境中受欺负的程度显著下降,三年级的下降幅度大于五年级的;学生在学校里安全感增强;教师的研究意识和解决问题的能力得到增强和提高。 相似文献
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While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach. 相似文献
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《北京教育学院学报》2022,(4):84-92
加拿大频发的校园欺凌问题引发社会、学界的关注与重视。为防治校园欺凌,加拿大联邦政府和各省政府制定了相应的政策法规,明确教育部、学校、监护人乃至社区的责任,通过多年的干预和治理,省政府分配权责、学校全纳支持以及社区的协同共进,校园欺凌防治成效斐然。完善的政策法律体系建设、系统的治理方略和多元主体的参与是其防治校园欺凌的主要经验。给予我国的启示:应推进立法,建立系统的反欺凌政策体系;发挥学校的教育功能,营造全纳校园环境;构建反欺凌共同体,建立多方联动机制。 相似文献
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学校是文化机构,教师则是学校最重要的人员。这种说法有三重含义其一,文化并非某个体知识的总和;其二,教师有责任保证他们的学生每天接收文化信息;其三,教师是知识分子,换句话说,是文化的继承人、阐释者和批判者。 相似文献
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王玥 《北京师范大学学报(社会科学版)》2019,(4):32-45
校园欺凌是国内外中小学中普遍存在的现象,从心理学角度考察其成因、探索相应干预措施有着重要意义。有关欺凌事件直接参与者的研究表明:部分欺凌者存在一定程度的反社会行为或认知特征,欺凌行为也是青春期个体获取、维护社会支配地位的一种手段;某些"另类"特征、情绪和社会交往问题会让儿童青少年成为易受欺凌的对象;欺凌和受欺凌都可能导致个体情绪、行为等方面的适应障碍,其不良影响甚至会延续相当长的时间;欺凌-受欺凌者是最不稳定的一类角色,兼具欺凌者与受欺凌者两者的缺点,适应状况通常最差。班级内的同伴生态、旁观者的行为和朋友关系都会影响欺凌事件的发生几率及所导致的后果。某些家庭和父母特征也是与欺凌行为联系密切的危险性或保护性因素。积极的师生关系有助于减少欺凌事件的发生,也能对其后果起到缓冲作用。但缺乏培训的父母和教师,通常无法及时准确地识别欺凌事件并做出有效应对。当前教育实践中,可以有效防控校园欺凌的措施大致可以划分为两类;一是面向特定相关群体的单水平干预,二是要求学生、家长、教职员工等都要参与其中的多水平干预。 相似文献
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The Hope of a Critical Ethics: Teachers and Learners 总被引:1,自引:0,他引:1
Donald BlumenfeldJones 《Educational theory》2004,54(3):263-279
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This article reviews the existing empirical literature related to the practice component in counselor education. The evidence strongly indicates that the current understanding of the practice component in training is quite limited. The authors discuss several tentative explanations for the discrepancy between the widespread application of practice in training and the near absence of empirical guidelines for its use, present weaknesses in related research methodology, and advance several recommendations for future research in this area. 相似文献
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The authors implemented a cognitive apprenticeship learning community (Collins, Brown, & Newman, 1989) in a class of preservice teachers at the University of Missouri - Columbia to enhance their argumentation and critical thinking skills about complex, educational problems. A detailed rubric based on the literature in argumentation and scientific reasoning was developed to evaluate the students' performance before and after the intervention. The rubric was designed to measure students' (a) conceptions and use of evidence, (b) notions about research and its applicability in evaluating complex social problems, and (c) ability to consider alternative perspectives. This article describes the intervention, the theoretical underpinnings of the rubric, and the use of the rubric in measuring the development of critical thinking in a group of preservice teachers. Strengths and weaknesses of the rubric are outlined and avenues for future research are discussed. 相似文献
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校园欺凌现象普遍存在于世界各国,对其进行有效防治是当前面临的一项重大课题。国外对校园欺凌问题及其防治措施研究较早且成果丰富,文章分别从法律、社会、执法、学校四个层面,对美国、英国、日本、澳大利亚四国的校园欺凌防治进行了国际比较,发现只有坚持依法治校、构建多元治理模式、加大惩戒力度、建立校园警察制度并完善教师惩戒权,才能对校园欺凌现象实现有效的防治。 相似文献