基于动态研究的新课改后各类教材特点的比较

随着基础教育课程改革的逐步深入,教材多样化的趋势越来越明显,中小学教材的品种也越来越多,促进了中小学教材质量的提高,但也出现了重复编写同一水平、同一层次教材的现象。对国内各学科有代表性的教材从学生的学习和发展、对教师教学组织的影响、教师或学生对教材的评价三个维度进行动态比较研究发现,各版本新课标教材都能不同程度地体现新课标要求,追求以学生为本,重视探究活动,强调过程与方法等;各版本新课标教材各有优劣,都有修订和改进的空间,主要问题集中在内容容量不当,难度过大,对学生个体差异性、学校差异性以及地区差异性考虑得不够,各个学段之间缺乏有效衔接等方面,教材编制者应当互相借鉴。     

Middle childhood,poverty, and adjustment: Does social support have an impact?

The present study evaluated 64 children and their primary caregivers who were living in poverty. The children were administered a stress measure, a social support measure, and a measure of self‐esteem. Caregivers completed a stress measure, a measure of child adjustment, and a demographic questionnaire. Social support was not found to moderate the relationship between stress and child outcome. However, social support was found to be one possible mediator of the child's reported stress on their self‐esteem. According to the mediating model, enhancing children's social support may positively influence their self‐esteem. Greater levels of self‐esteem can affect many aspects of children's lives, such as improving school performance and efforts toward achieving goals. Because of the important role that social support can play on children's self‐esteem, social support should be actively promoted through school and community groups and organizations, especially with children from disadvantaged economic situations. © 2001 John Wiley & Sons, Inc.     

Personalizing college mathematics with technology

Abstract

This study investigated personalization as an innovation that can be used to impact college mathematics achievement. In the reported study, similar tasks using personalized data and teacher-selected data were implemented in courses in both 4-year and 2-year colleges. Pre- and posttests and student work were analyzed to examine the impact of personalization on student understanding. Our findings provide insight into how the use of the technology can influence students’ thinking and ability to connect with and use personally authentic data.     

教师心理健康对学生发展的影响

教师的个体因素不仅影响着其个人工作的成败,更重要的是深刻而长远地影响着学生的发展。教师的情绪状态不仅会影响到教师自身的认知、动机和行为系统,也会对学生的认知、动机和行为系统产生直接或间接的影响。班级心理环境或氛围可能是教师人格影响学生发展的中介变量。教师的问题行为是其心理健康问题的外在表现,而教师的不良言行或问题行为又往往会给学生造成师源性心理伤害或心理行为问题。消极的师生关系模式比积极的师生关系模式更能够强烈地影响到儿童的适应能力。