中小学生意外伤害事故的预防与处理研究

中小学生在校发生意外伤害事故,包括身体伤害和精神伤害两种,统称人身伤害事故,根据其发生的时间、地点,又可分为教学事故和非教学事故,在处理上应当给予必要的医疗急救处理和责任追究处理。不同类型的事故要求从不同角度采取预防措施。学生在校学习期间,学校、教师具有监督学生行为,保障其身心安全、健康的责任。     

Knowledge of secondary school pupils regarding sexual health education

Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health.

Design: Results obtained from a questionnaire as part of a two‐phase intervention study.

Setting: Nineteen mixed‐sex, state secondary schools in central England.

Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female).

Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education.

Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections.

Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups.

Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception.     

A comparison of the health knowledge of hearing-impaired and hearing high school students

A health knowledge questionnaire was administered to 139 hearing and 66 hearing-impaired high school students from 12 to 18 years of age. The level of health knowledge of the normally-hearing students was found to be superior to that of hearing-impaired students at all ages but appeared not to improve with increasing school grade. In contrast, the health knowledge of the hearing-impaired students increased markedly from Grade 8 to Grade 12, so that by Grade 12 they were achieving only marginally below their hearing grade mates. Some of this apparent increase in health knowledge probably was due to the fact that only academically able hearing-impaired students continue at school in Australia after Grade 10. Deficits in the health knowledge of hearing-impaired students were distributed uniformly over all areas investigated.     

中小学学生习得性无助的形成、表现及其治疗

学生的学业不良、社交困难，一直是教育界和心理界关注的热点，而习得性无助正是这类学生的一种普遍倾向。探讨习得性无助的形成、表现及其治疗，有利于教师理解习得性无助学生，从而帮助其克服这种障碍。     

小学生学习适应性研究

研究发现，小学生总体学习适应水平比全国理论水平高得多。综合小学低，中，高年级适应不良率来看，小学中年级适应性最差。就学习适应性不良的学生来说，城乡之间无显差异，但性别方面有显差异。就学习适应优良的学生而言，城乡之间无显差异，而性别之间虽亦无显差异，但从各分项测验看，男生优良率明显低于女生。     

Techniques used by primary school pupils in drawings during science activities

Conclusion It is apparent from the data that pupils use a wide variety of techniques to aid the clarity of their drawings and that they are able to discriminate between them. The data support the value of the teaching method used, where drawings were used as the principal means of communication between the children. The study has shown how, without any teacher instruction on drawing techniques, the children have been able to identify and adapt ones which they see as meeting their requirements. The study has established one teaching method which, following further investigation, could be presented to teachers as a useful strategy during science lessons.     

Attitude toward Christianity among secondary school pupils in Northern Ireland: shifts in denominational differences

Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools.

Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools.

Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland.

Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity.

Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools.

Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland.     

The peer relationships of primary school pupils with poor attendance records

The research study presented in this article was conducted because of the surprising paucity of research findings on the effect of significant absence from primary school on peer relationships. Participants in the study were Year 6 pupils, 140 of whom had attendance records of 80% or less in both Years 2 and 6. Of the 140, 133 were matched with those with better attendance records in the same class, of the same gender and born in the same season of the year. As revealed by sociometry conducted in 89 classes, the poor attenders were found to make and to receive fewer friendship choices than those with better attendance records. The question as to whether poor attendance is a result or a cause of having fewer friends is discussed and consideration is given to intervention issues.     

The nature,extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe

OBJECTIVE: The study seeks to determine the nature, extent and effects of emotional abuse; and who the perpetrators are in Zimbabwean primary schools. METHOD: Data collection was twofold because this involved reported cases of emotional abuse and the use of two questionnaires to collect data on the forms of emotional abuse perpetrated on pupils by teachers. First, data of reported cases of emotional abuse were collected from six regional offices of the Ministry of Education, Sport and Culture in Zimbabwe. The rationale was to determine forms of emotional abuse perpetrated on pupils by teachers in Zimbabwean primary schools. Second, the Teacher Trainees Questionnaire and the Teacher Questionnaire were administered to randomly selected samples of 150 primary school teacher trainees and 300 primary school teachers. Random numbers were used in the selection of the teachers and teacher trainees. The rationale for using teachers and teacher trainees was to make an in-depth analysis of the forms of emotional abuse perpetrated on pupils by teachers and to determine who the perpetrators are in this form of child abuse. In this study, emotional abuse shall refer to constant belittling of a pupil, the absence of a positive emotional atmosphere, verbal abuse, shouting, scolding, use of vulgar language, humiliation and negative labeling of pupils, and terrorizing of pupils by teachers in schools. RESULTS: The study found that the majority of teacher trainees and teachers believe that shouting, scolding, use of vulgar language, humiliation and negatively labeling of pupils as stupid, ugly, foolish is mainly done by female teachers in schools. However, 52.7% of the teacher trainees indicated that it is the male teachers who "use vulgar language on pupils." This study found some of the forms of emotional abuse that are perpetrated on pupils by teachers in schools. The findings seem to be consistent with the literature available on the gender of perpetrators associated with this form of child abuse. CONCLUSION: It is clear that emotional abuse exists in Zimbabwean primary schools and female teachers appear to be the main perpetrators of this form of child abuse. This form of child abuse may involve one perpetrator and a series of victims.     

Teaching,learning and researching together in a residential primary school for emotionally and behaviourally disturbed pupils

ABSTRACT

This school for emotionally and behaviourally disturbed children is firmly committed to actively changing children's behaviour which is both damaging to their learning and the learning of their classmates. The school also believes that the behaviour of the adults is an important factor in the teaching of children. It puts staff and children into a situation in which positive teaching can be stimulated and practised with support for the adults from their peers. The situation ‘Cooperative Play’ was established as an ongoing research and training session in which adults have various roles and children have activities that promote and extend language, behaviour and task completion skills. The environment is structured and controlled in order for positive interaction and action to be encouraged. Researchers are actively involved in the sessions which are monitored by observers. Triangulation contributes information that widens understanding of the way group teaching works. Review takes place every 6‐10 weeks looking at results, suggestions for change and more general observations. The sessions focus on active intervention in which changes can be observed, recorded and implemented. Active research gives ongoing data as a continuing catalyst for development and change, as well as providing a positive teaching environment.     

高中新课程实施中的问题及思考

提出了高中新课程实施过程中遇到的与新课程理念相违背的、现实中普遍存在的问题,从新课程理念的先进性、新课程高考、教师角色转变、落实新课程理念的策略等方面阐述了解决问题的途径和方法.     

初高中英语衔接需要注意的几个问题

初高中英语教学衔接直接影响学生在高中的英语学习,教师可以从学生兴趣、语法、词汇和书写等各个方面引导学生逐渐适应高中英语教学。     

小学生写错别字的原因及纠正方法

人们常说的错别字 ,包括两种情况 ,即错字和别字。错字 ,指把这个字的字形写错了 ,书上、字典上没有这个字形。如把“武”写成了“武”。别字 ,指的是该写这个字的时候 ,却写成了那个字。如把“川流不息”写成了“穿流不歇” ,其中的“穿”、“歇”字形虽然没有错误 ,但用错了地方 ,导致词语的意思发生了大变化 ,这就是别字。学生从一年级起就几乎每节课都与汉字打交道 ,但为什么还写错别字呢 ?笔者根据自己的经验认为 ,之所以学生会写错别字 ,不外乎两方面的原因 ,即汉字方面和小学生方面的原因。由于汉字字数比较多 ,结构复杂 ,有些字的构…     

Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties.     

Exchange of information about physical education to support the transition of pupils from primary and secondary school

The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools.     

The views of primary pupils on school attendance at Key Stage 2 in Wales

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.     

在小学数学教学中培养学生的数学情感

在小学数学教学中培养学生的数学情感非常重要。教师要用自身浓厚的“数学情”去感染学生，不但要在课堂教学中善于表达自己的情感，还要学会挖掘教材本质，并努力在课堂教学中创设数学问题情境，培养学生的“数学情”，使学生真正热爱数学，善于思考，以便将来更好地把数学应用到实际生活当中。     

Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices

This paper explores the different ways that primary school teachers in Uganda navigate the boundary between school science and everyday knowledge in the context of a centrally mandated curriculum innovation. The paper is based on a study of the pedagogic practices of 16 teachers in eight Ugandan primary schools that were selected on the basis of having a track record of either high or low academic achievement in the public primary school‐leaving examination. The official primary school curriculum in Uganda prescribes that science be taught in an integrated form, including integration between science subject knowledge and everyday knowledge. The strategies that teachers in the study adopted in relating science to everyday knowledge was a key feature that differentiated between pedagogic practices in the high‐performing and low‐performing schools. In high‐performing schools, teachers recruited everyday knowledge as a resource for learning science as a specialised discourse; whereas in the low‐performing schools, acquiring everyday knowledge was viewed as an end in itself. The paper, then, considers the implications of differences in teachers' pedagogic strategies for the kinds of knowledge to which learners are given access.