当前大学生犯罪预防与高校辅导员工作研究

当前大学生犯罪问题愈来愈受到社会与高校管理者的关注,预防大学生犯罪既是家庭和社会的任务,更是高校的任务。作为高校学生管理工作第一线的高校辅导员,针对当前大学生犯罪成因,有针对性地加强大学生法制教育,不断创新工作方法和途径,在预防大学生犯罪中具有不可代替的优势,对有效预防大学生犯罪有着重要的作用。     

Exploring factors related to preschool teachers’ self-efficacy

This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children’s engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers’ perceptions of collaboration and children’s engagement in predicting teachers’ reported self-efficacy. Specifically, a higher level of children’s engagement was associated with a higher level of teacher self-efficacy when teachers worked in preschool with high levels of staff collaboration. Teacher experience and influence in decision-making were not related to teacher self-efficacy. Implications for early childhood teacher education and professional development are discussed.     

浅议学生自我效能感的培养

自我效能感的培养蕴含着巨大的教育实践价值,它影响着学生的学习动机、学习成绩、心理健康和心力的培养。适当运用外部强化,引导学生自我强化,帮助学生体验成功,树立类似的榜样,训练正确的归因方式,创造宽松和谐的教育环境等,是培养学生自我效能感的主要途径和策略。     

译者的抉择

翻译是一个选择过程,不同的译文体现了译者不同的选择目的,不同的选择过程,不同的选择结果,以及不同的选择意义。翻译中选择行为的实现,哪些因素在起作用,译者的选择在翻译中具有什么意义,本文主要从以下三个方面论述：一是影响译者文本选择的因素;二是影响译者文本翻译的因素;三是译者抉择的意义。从而来解析翻译这样一个选择过程所面临的问题及解决办法。     

浅谈校园文化建设

校园文化建设是高校精神文明建设的重要载体,它积极引导学生走正确的方向,是影响大学生社会化的一个极为重要的因素。     

Development and Validation of Chemistry Self-Efficacy Scale for College Students

This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs.     

The effect of student teaching experience and teacher beliefs on pre-service teachers’ self-efficacy and intention to use technology in teaching

The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed.     

电大高等教育学生数量变化特点与预测研究

近10年来电大的开放教育规模在迅速扩大,而开放教育教学投入却相对滞后。基于已有的各类高等教育（涉及普通高等教育、普高成人教育、电大高等教育和其他成人教育等4种）历年（1989—2008年）统计数据,从电大高等教育学生数量变化的特点中,可以探索历年电大高等教育学生数量与其他形式的高等教育特别是普通高等教育学生数量的关系,以期实现对未来10年电大高等教育学生数量的预测。研究结果表明：20年来电大高等教育招生数持续增长,其在整个高等教育招生数中的比例相对稳定,在10％左右微小浮动;电大高等教育与普通高等教育的招生数（和在校生数）呈显著正相关关系,这意味着最近10余年来普通高等教育的扩招不但没有使电大高等教育的招生数下降,反而促使其不断增长;以普通高等教育在校生数为自变量、以电大高等教育在校生数为因变量建立了“电大规模方程”,初步预测未来10年电大开放教育在校生数将达到450万左右。这一研究结果对规划国家开放大学未来学历教育的发展规模有着重要的参考价值。在建构终身教育体系中,开放大学与其他教育机构的差异化发展定位应更加明显。     

应付效能量表的编制及初步分析

应付效能是近年来心理学领域提出的一个新概念,日益引起心理学界的重视。本研究从项目鉴别度、信度和效度三个角度出发,对自编的应付效能量表进行了详尽的分析,目的在于验证该量表的科学性,进一步促进应付效能的研究。     

美在言外：中国式的诗性审美智慧

随着20世纪西方哲学的语言学转向,人的“认识如何不可能”的问题也成为美学领域的难题。相比于西方哲学传统的弊端,中国诗性文化为审美的可能开辟了一条新路,在一种诗性审美智慧思路的引导下,通过对诗歌语言指称之外“留白”的把握进而找寻到“言外之美一。     

精致化视角下的高校辅导员能力与素质建设研究

高校思想政治教育工作需要进一步创新,只有不断创新科研成果才能推动学生工作的精致化。精致化视角下的高校辅导员能力与素质建设具有十分重要的意义。应结合当前的工作实践,不断总结,探究辅导员能力发展的基本路径。精致化是高校思想政治教育工作未来发展方向上的指南针,可以促进高校辅导员引领思想风潮,不断创新,为学生成长成才奠定良好的发展基础。     

融合科学与人文教育 培养学生的文化人格

要使学生得到全面发展,既要有知识,又要有文化,既要有能力,又要有素质,就必须坚持科学教育与人文教育相融合,同时也要使学生既要有技术,又要有思想,这就必须加强学生文化人格的培养。本文对文化人格的内涵、文化人格的形成条件、文化人格的培养进行了分析,提出通过文化氛围、自身的学习和认识、教师的教学引导及示范、并通过各种活动培养学生的文化人格。     

Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement

Teachers' motivational beliefs—i.e., teachers' self-efficacy and felt responsibility for educational outcomes—can shape their professional decision-making and approaches to teaching. However, theorized associations with student outcomes remain elusive. In a multi-level analysis with 96 Swiss vocational teachers and their 1300 students, we examined the interrelations between teachers' self-efficacy, responsibility, teacher- and student-reported autonomy-supportive versus psychologically controlling teaching, and student motivation (emotional, behavioral, and cognitive engagement). Teachers' motivational beliefs predicted their endorsement of autonomy-supportive teaching, which in turn predicted student-reported autonomy support. Student-reported autonomy support was a powerful predictor of student engagement. Teachers’ motivational beliefs did not predict student-reported instructional practices and engagement directly, and indirect effects via teacher- and student-reported autonomy support were small. Teacher- and student-reported controlling practices were not significantly correlated. The degree of (mis)alignment of teacher- and student-reported instructional practices is a key ingredient in understanding the often missing link between teacher motivation and student outcomes.