Perfectionism in Gifted High-School Students: Responses to Academic Challenge

Through a qualitative interview design, this study investigated how participation in a rigorous academic environment may influence gifted students who demonstrate high levels of perfectionism. The study also examined how their responses to a rigorous academic and residential environment may differ according to the type of perfectionism. Findings indicated that some socially prescribed perfectionists reported an increase in perfectionism, whereas some self-oriented perfectionists reported an increase followed by a decrease in their perfectionism. Overall, the majority of the participants, regardless of their type of perfectionism, indicated a decrease in their perfectionism as a result of their new academic environment. Reactions to experiencing imperfections ranged from calm to guilt or even anger, depending on the type of perfectionism. Implications for working with gifted students who show high levels of perfectionism are discussed.     

例说走出纠错教学困境的几点感悟

面对学生的错误,传统的做法是直接把正确的答案教给学生,因为这样可以节省教学时间,增加课堂训练的密度和强度.但评讲不久便发现,错误又死灰复燃,许多同学依然重复"昨天的故事".究其原因,由于这种评讲没有切入学生解题时犯错的真实情境,评讲缺乏针对性,教学的低效性自然也就显现出来了.     

Formal operational reasoning modes: Predictors of critical thinking abilities and grades assigned by teachers in science and mathematics for students in grades nine through twelve

To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement.     

孔子的教师职业道德思想探析——基于教师专业化的视角

当今社会,世界各国都在积极推进教师专业化,教师职业道德也应受到人们的关注。分析孔子的教师职业道德思想,对今天的教师专业化建设有重要意义。