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111.
112.
教师专业化与教师应对教育改革的能力 总被引:1,自引:0,他引:1
本文论述的是中国教育改革发展变化过程中的教师专业化问题,所以提出这一问题的背景,是联合国教科文组织讨论了“全民教育”的各项活动和中国教育改革.当前教育改革的目的,在于提高个体和全民发展的能力.因此,教育质量成为人们日益关注的重要问题.教师的工作职能是要推动教育改革的各项措施得到实施.本文认为,“信息时代”的要求和“知识经济”的兴起,使人们对人才的特点有了新的理解,也证实了在教育儿童和青少年成为未来工作者和公民方面存在的不足.综观中国教育改革,它是一个被迫出现的过程,导致学校对教育改革的反应不灵敏.教师作为专业人员,应该支持改革,但是他们的效能还是存在一定的问题.本文进一步认为,中国教师当前面临的主要问题是不具备应对改革的能力.有关研究表明,教师工作的本质及其关注的问题与教育改革的预期大相径庭.这一问题即使通过行政命令、在职培训、或者投入更多的教育资源也难以解决.本文认为,进行全面改革的同时,要改革学生评价和选拔制度,从文化和社会层面上来思考教师职业,树立新的教师专业发展理念. 相似文献
113.
Word-learning skills of deaf preschoolers: the development of novel mapping and rapid word-learning strategies 总被引:2,自引:0,他引:2
Word-learning skills of 19 deaf/hard-of-hearing preschoolers were assessed by observing their ability to learn new words in two contexts. The first context required the use of a novel mapping strategy (i.e., making the inference that a novel word refers to a novel object) to learn the new words. The second context assessed the ability to learn new words after minimal exposure when reference was explicitly established. The children displayed three levels of word-learning skills. Eleven children learned words in both contexts. Five were able to learn new words rapidly only when reference was explicitly established. Two children did not learn new words rapidly in either context. The latter seven children were followed longitudinally. All children eventually acquired the ability to learn new words in both contexts. The deaf children's word-learning abilities were related to the size of their vocabularies. The present study suggests that word-learning strategies are acquired even when children are severely delayed in their language development and they learn language in an atypical environment. 相似文献
114.
J. K. Mohapatra 《科学教学研究杂志》1988,25(9):777-784
The phenomena of induced incorrect generalization (IIG) as a generative cause for the formation of a misconception among a group of pupils is identified. In the process of learning the laws of reflection of light the effect of IIG is discussed through an exploratory experiment. Strategies are suggested to eliminate the formation of such IIG in a classroom situation. 相似文献
115.
The present study examined characteristics of students who took advantage of the opportunity to learn Algebra II from a highly skilled teacher. In particular, student information was gathered concerning: (a) the amount of mathematics students knew prior to the class, (b) their motivation for learning mathematics, (c) the number and types of interactions they had with the teacher during class, (d) degree of self-regulation, and (e) general aptitude. A model for achievement was used that suggests both opportunity and propensity are important (i.e., students must be willing and able to take advantage of opportunity). Support for the model was found. Propensity to take advantage of a highly favorable opportunity accounted for almost sixty percent of the variance in achievement. In particular, students who were self-regulated, had strong mathematics backgrounds, and had low levels of frustration benefited more from high-quality instruction. 相似文献
116.
Rats are typically less accurate in their arm selections in the radial maze over successive trials in a session (Roberts & Dale, 1981). In the present study, rats’ choice accuracy declined when such trials were separated by 2-min (massed) but not by 2-h (spaced) intertriai intervals. Changing intramaze visual/tactile arm stimuli (Experiments 1 and 3) or extramaze landmark stimuli (Experiment 4) between trials weakened the massed-trials effect, but changing the number of food pellets per arm, either alone or in conjunction with changes in intramaze cues (Experiments 2 and 3), did not. The rats also tended to avoid the spatial locations of their last four choices on a previous trial during their first four choices on a current trial, and more so with massed than with spaced trials. These findings indicate that intertriai proactive interference (PI) occurred only with massed trials and was weakened by changing intra- and extramaze cues between such trials. 相似文献
117.
B.M. Thompson K.P. Ribera G.J. Wingenbach T.A. Vestal 《Journal of Food Science Education》2007,6(2):24-29
ABSTRACT: The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family and consumer sciences teachers ( n = 121) who taught Food and Nutrition, Food Science and Technology, and/or Food Production Management and Services, via a 24-item instrument with 6 factors. Results revealed these teachers held neutral to positive attitudes about the safety of irradiated foods, their perception of the risk of foodborne illness, and learning about food irradiation, and neutral to negative perceptions of their understanding of food irradiation and their competence to teach about it. These teachers had a moderate knowledge base regarding food irradiation. Teachers' attitudes regarding the safety of food irradiation were positively correlated with their perceived understanding of food irradiation, actual knowledge of it, and competence to teach about it. Their perceived understanding of food irradiation was positively correlated with competence to teach about it, knowledge, and attitudes toward the safety of food irradiation. The only demographic variable correlated with knowledge or attitudes was teachers' previous food irradiation educational experiences. These data suggest the importance of education for family and consumer sciences teachers concerning food irradiation. 相似文献
118.
Two experiments attempted to establish vicious-circle behavior through fear motivation combined with secondary punishment. In Experiment 1, rats were trained with two CSs, a tone and a buzzer, paired with shock in different contexts. Secondary punishment based on delay and trace conditioning procedures facilitated running in fear-motivated rats, relative to four control groups. In Experiment 2, rats were given pairings of a tone CS with shock, and a buzzer CS with a drop into a water tank. Fear-motivated rats which received secondary punishment during either 33% or 100% of test trials exhibited self-punitive running relative to a nonpunished (0%) group and a backward-conditioning control group. Results indicate that “all secondary” vicious-circle behavior can be established through Pavlovian conditioning, thus supporting a conditioned fear interpretation. 相似文献
119.
Elizabeth K. Briody Angela Goldenstein Edward J. Berger 《European Journal of Engineering Education》2019,44(5):666-687
ABSTRACTStudies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty–student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty–student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI. 相似文献
120.
This study examined perceptions of college of education students and their experiences with Channel One, a privately-owned
news service used in public education. Given that about one-third of middle and high schoolers in the US view the broadcast
every school day, the authors surveyed 172 freshmen to discern their views and attitudes toward Channel One programming and
commercials and the role colleges and universities might play in relation to this media service. While most studies on Channel
One have been conducted from a K-12 point of view, the goal of this study was to reconsider the topic from the perspective
of prospective teachers and post-secondary education.
A. J. Angulo is Assistant Professor of Social Foundations, Winthrop University. He received an Ed.D. and Ed.M. from Harvard University.
His research interests include history of education, technology and education, and student rights.
Susan K. Green is Associate Professor of Educational Psychology, Winthrop University. She received a Ph.D. in social psychology from Loyola
University, Chicago and a Ph.D. in educational psychology and research from the University of South Carolina, Columbia. Her
interests include classroom assessment, motivational and instructional strategies to promote learning, and multicultural issues
in education. 相似文献