大学生网络成瘾矫治的个案研究

本研究采用个案研究的方法,选取高校网络成瘾大学生作为研究对象,通过多种途径了解其网络成瘾现状,并结合其实际情况,制定了相应的网瘾矫治方案,取得了理想成效。同时,也为高校大学生网瘾矫治工作提供了一些可借鉴的经验。     

从劳动教养制度改革看《违法行为矫治法》的出台

通过对劳动教养制度弊端的分析,指出应当废除这一不合理且违反宪法的制度.在比较各种替代方案的基础上,肯定了司法化方案,并对正在起草的违法行为矫治法提出立法建议.     

探究写作障碍心理科学选用矫治方法

本从探究制约学生写作能力提高的障碍心理入手，客观地分析了这些障碍心理产生的原因，结合写作教学实际，提出了科学的矫治方案。     

国外诊断矫正性阅读教学模式与策略研究

纵观世界各国阅读教学现状，人们发现学生阅读不良现象普遍存在。寻思产生这种现象的原因，其中一个重要方面是阅读教学中忽视了对学生阅读缺陷的诊断和矫治。教学实践表明，阅读不良常常始于简单的阅读学习缺陷，一个有效的阅读教学计划是建立在对阅读缺陷的及时诊断基础上的。在某种意义上，只有每节课成为诊断和矫治课，依据学生实际制定教学方案，进行因材施教，     

《违法行为矫治法》之性质解读

《违法行为矫治法》脱胎于劳动教养制度。《违法行为矫治法》不是行政刑法,违法行为矫治也不属于行政处罚,应当将违法行为矫治定性为行政强制措施,并凸显其可诉性、非惩罚性以及保安性之特质。在此基础上,应当于《违法行为矫治法》中设置相应的救济措施,具体措施应倾向于矫治,并且矫治措施应当尽可能多样化。     

美国青少年社区矫治及启示

本文介绍了美国青少年犯罪社区矫治的历史、现状及特点,以期给我国的青少年社区矫治有所启发。     

矫治责任视野下的触法未成年人专门矫治教育制度研究

适用于触法未成年人的专门矫治教育制度应当树立矫治责任的基本立场。矫治责任是触法未成年人根据法律规定通过接受特定矫治措施而对其触法行为所应承担的责任,是具有约束性与惩戒性的法律后果,彰显出专门矫治教育的惩戒性与保安性特征。专门矫治教育的具体适用应当以矫治责任为基础,触法行为的客观危害与触法行为人的责任能力是判断矫治责任的基本标准。     

心理失衡的道德矫治

个体心理失衡的积极和消极双重属性，决定了道德矫治的可行性与必要性。道德矫治与心理治疗相比有其独特的优势，道德矫治的具体方法（思想疏导法、认识补救法和自我调节法）为当今研究个体心理失衡调节提供了新的思路，具有重要的理论和实用价值。     

如何构建大学生网瘾干预矫治方法新体系

当代大学生网瘾问题形成的原因纷繁复杂,以往实施单一矫治方法很难取得理想效果,传统干预矫治方法的弊端日渐明显,所以构建大学生网瘾干预矫治方法新体系,对于沉迷于网络的大学生来说显得尤为迫切。针对大学生网络成瘾的行为和心理特点,我们将思想疏导法、心理矫治法、行为干预法进行整合应用,可有效矫治大学生网瘾行为。     

多中心治理视角下研究生学术不端行为矫治探究

多中心治理是在相互承认的场域空间内,依靠多种相互发生影响的行为者的互动形成的自发秩序。在其观照下的研究生学术不端行为矫治具有契约性、教化性、共生协商性以及反思性的特征。为此,明确参与研究生学术不端行为矫治的多元主体、确定研究生学术不端行为矫治的协商治理目标与内容、创新研究生学术不端行为矫治的治理监督机制以及营造研究生学术不端行为矫治的共生文化氛围,应成为多中心治理视角下研究生学术不端行为矫治的实现路径。     

入学准备在美国:不仅仅是入学准备

本文分析了儿童入学准备问题在美国引起社会普遍关注的原因,指出入学准备问题不仅仅是学前教育领域中的问题,实际上是一个涉及教育公平和种族和谐的社会政治问题;介绍了美国政府最近推出的旨在解决入学准备上的社会经济阶层、种族和族群差距的一系列政策措施;结合我国学前教育的政策和体制改革,讨论了从中可获得的启示.     

The role that mathematics plays in college- and career-readiness: evidence from PISA

Many studies have found a strong relationship between the mathematics students study in school and their performance on an academic or school mathematics assessment but not on an assessment of mathematics literacy (ML). With many countries, like the USA, placing emphasis on finishing secondary education being mathematically literate and prepared for college or career, this raises the question about the relationship between the mathematics studied in school and any ML students may have. The Programme for International Student Assessment (PISA) ML assessment is embedded in real-world contexts that provide an important window on how ready students are to tackle the situations and problems that await them whether they intend to pursue further education beyond high school or intend to go directly into the labour force. In this paper, we draw upon the PISA 2012 data to investigate the extent to which the cumulative exposure to rigorous mathematics content, such as that embedded in college- and career-ready standards, is associated with ML as assessed in PISA. Results reveal that both exposure to rigorous school mathematics and experiencing the instruction of this mathematics through real-world applications are significantly related to all the real-world contextualized PISA ML scores.     

“专升本”考试中《数据结构》科目考点与应考策略分析

在对2003到2007年5份“专升本”《数据结构》考试试卷进行系统的统计分析的基础上,将“专升本”考试中该科目的考点、难点作了研究,并提出了系列答题技巧。     

Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis

ABSTRACT

The call by policymakers, education stakeholders, and families for children to enter school ‘ready’ has led to numerous empirical studies that seek to identify how children and their families are or are not prepared for school. In the United States, this empirical work tends to identify particular children and their families ‘at-risk’ for school success and often seeks out ways to intervene so that such risks are addressed. Absent from this work is an understanding of how families conceptualise school readiness, and how those understandings influence their conceptions of whether or not their own children are ready for school. Such work could assist educators and other school personnel in supporting families and their children as they enter their programmes. This article examines this issue by presenting findings from a qualitative metasynthesis of studies that investigated how families conceptualised school readiness. Analysing, synthesising, and interpreting their conceptions of school readiness offers the chance to consider how early childhood stakeholders can be ready for families as they enter their programmes as well as support their efforts in readying their children for school.     

The tensions of preparing pre-service teachers to be assessment capable and profession-ready

There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are “profession-ready”, attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through “relatings” within specific social-political arrangement, “doings” that constitute activities afforded in material-economic conditions, and “sayings” that are a dominating medium in cultural-discursive frameworks.     

发展高等职业技术教育的意义、困难和问题--谈如何培养适应市场需求的专门人才

在充分论述了当前发展高等职业技术教育对我国经济建设和社会发展具有十分重要的意义及必要性的基础上，深入分析了在高等教育大众化进程中大力发展我国高等职业技术教育存在的困难和问题，进而提出了如何使高职院校培养适应广大人才市场需求的专门人才的措施。     

Balancing classroom ready with community ready: enabling agency to engage with community through critical service learning

Recent initial teacher education policy and regulatory frameworks privilege “classroom ready” discourses. Taking up “readiness” as technical skill requiring more “practice” leads to narrowing of teachers’ roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be “community ready”. We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers’ roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher “readiness”.     

The Importance of Making the Well-Being of Children in Poverty a Priority

Hurricane Katrina exposed to the world the side of America that is often ignored or forgotten—the side of America where people live in poverty and struggle to meet their most basic needs. This article focuses primarily on children in Mississippi and highlights the effect that poverty has on children’s well-being at an early age and future academic success. It also provides evidence for the importance of funding high-quality pre-k programs and parental training to ensure they begin the process of preparing their children for success, not only in Mississippi but in the other states that are leaving their children behind. Finally, with the reauthorization of No Child Left Behind in 2007, recommendations are made for refocusing the premise of the law from accountability and high stakes testing to meeting the needs of all children so they can truly be successful in school.     

见义勇为及人身损害救济问题研究

从道德和法律结合上阐述见义勇为的基本理论(见义勇为的性质、价值、概念、特征和构成要件),针对现行法对见义勇为救济模式存在的严重局限和司法不统一现象,提出了建立“救危抢险”法律制度的立法建议及其主要内容,全方位地研究解决见义勇为的人身损害救济问题。     

信息与计算科学专业应用型人才培养模式探究

以楚雄师范学院信息与计算科学专业为例,对地方二本院校信息与计算科学专业的人才培养目标,就业方向,实践教学环节和师资队伍建设等问题进行探讨,从而为地方院校构建信息与计算科学专业应用型人才培养模式提供一定参考。