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71.
Laetitia Mlissande Amde Amlie Tremblay‐Perreault Martine Hbert Chantal Cyr 《Psychology in the schools》2019,56(7):1077-1088
This study assessed the social adaptation of sexually abused children and tested whether children's emotion regulation competencies mediated the association between child sexual abuse (CSA) and two outcomes of the social domain (i.e. withdrawal and social difficulties). A group of 283 child victims of sexual abuse and a comparison group composed of 60 nonabused children was recruited. Teachers completed questionnaires assessing the children's emotion regulation competencies, withdrawal, and social difficulties exhibited in the school context. Results showed that sexually abused children displayed poorer emotion regulation skills and higher levels of both withdrawal and social difficulties relative to nonabused children. CSA was associated with social difficulties and withdrawn behavior through the mediation of emotion regulation competencies. Teachers and school psychologists should be assisted in identifying children at risk of social difficulties and emotional dysregulation and schools be encouraged to adopt a trauma‐informed approach. 相似文献
72.
蔡子谔 《河北师范大学学报(哲学社会科学版)》2002,25(2):61-65
朱熹是程朱理学的代表人物和集大成者,他的以理学为精神内核的服饰美学,在其繁博宏富的哲学体系中占有重要的一席之地。本文试图从理性本体论、伦理学本体论和“中庸”与“中和”特色等三个视角,来阐释他深湛的服饰美学思想及其对中国儒家服饰美学思想在继承和发展上所产生的重大作用和深远影响。 相似文献
73.
The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers. 相似文献
74.
Professor Andrée Tiberghien 《Research in Science Education》1997,27(3):359-382
In this paper we discuss the articulation between teaching and learning, how to differentiate them and how to establish relations
between them, limiting ourselves to aspects dealing with knowledge. The aim is to allow the design of teaching situations
more relevant for learning. The characteristics differentiating teaching and learning are used to analyse research studies
relative to two time scales, one of the order of months or years and the other of the order of hours. The comparison shows
the importance of the grain size chosen to analyse the knowledge involved both in teaching and in learning. On the first scale,
the analysis of the students' knowledge and that of the knowledge to be taught are done independently to the extent that students'
knowledge is not analysed in reference to the knowledge to be taught (in terms of error or missing aspect) but on the basis
of the student's coherency. The decomposition of these two types of knowledge into similar components allows us to compare
them and leads us to propose “intermediate notions” between the usual physics knowledge to be taught and the students prior
knowledge. These intermediate notions can be rather far from complete correct physics knowledge but are learnable by the students.
On the second scale, detailed analysis of a single teaching session and the students' processes during this session needs
a fine level of knowledge granularity. Such a level allows us to make hypotheses based on the elements of students' prior
knowledge from which they can construct new knowledge and not only on the prior knowledge which has to be modified. This granularity
level allows an emphasis on the positive aspects of students' prior knowledge and enables us to construct hypothesis in order
to design teaching situations. Making explicit “intermediate notions” in the knowledge to be taught at a rather large level
of granularity of knowledge and the positive aspects of students' prior knowledge at a fine level of granularity, are proposed
as ways to improve teaching for fruitful learning. 相似文献
75.
Hooper SR Swartz CW Wakely MB de Kruif RE Montgomery JW 《Journal of learning disabilities》2002,35(1):57-68
This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms of chronological age, ethnicity, gender, socioeconomic status, special education status, or presence of attention problems or receptive vocabulary capabilities; however, they did differ in reading decoding ability, and this variable was controlled for in all analyses. Dependent measures included tasks tapping an array of executive functions grouped conceptually in accordance with a model of executive functioning reflecting the following domains: initiate, sustain, set shifting, and inhibition/stopping. Analysis of covariance (ANCOVA) procedures revealed statistically significant group differences on the initiation and set shift domains, with the sustaining domain approaching significance. Children with writing problems performed more poorly in each of these domains, although the effect sizes were small. A multiple regression that employed these four factors and the reading decoding variable to predict the primary trait score from the written narratives revealed a statistically significant regression function; however, reading decoding contributed most of the unique variance to the writing outcome. These findings point out the importance of executive functions in the written language process for elementary school students, but highlight the need to examine other variables when studying elementary school-age children with written expression problems. 相似文献
76.
刘秋娥 《渭南师范学院学报》2003,18(1):44-46
台湾是中国领土不可分割的一部分,中国古代史和自近代以来的历史事实足以证明。台湾问题的出现是由于美日亲台势力插手、台湾当局分裂和“台独”分子破坏的结果。台湾回归、祖国统一是任何势力也阻挡不了的历史潮流。 相似文献
77.
Phagocytosis and exocytosis are two cellular processes involving membrane dynamics. While it is easy to understand the purpose of these processes, it can be extremely difficult for students to comprehend the actual mechanisms. As membrane dynamics play a significant role in many cellular processes ranging from cell signaling to cell division to organelle renewal and maintenance, we felt that we needed to do a better job of teaching these types of processes. Thus, we developed a classroom-based protocol to simultaneously study phagocytosis and exocytosis in Tetrahymena pyriformis. In this paper, we present our results demonstrating that our undergraduate classroom experiment delivers results comparable with those acquired in a professional research laboratory. In addition, students performing the experiment do learn the mechanisms of phagocytosis and exocytosis. Finally, we demonstrate a mathematical exercise to help the students apply their data to the cell. Ultimately, this assay sets the stage for future inquiry-based experiments, in which the students develop their own experimental questions and delve deeper into the mechanisms of phagocytosis and exocytosis. 相似文献
78.
79.
华文教育与华文教学无论是在内涵还是外廷上都存在着包含与被包含的关系.从概念的内涵来考察,华文教学是华文教育这一概念内涵中的核心部分;从概念的外延来看,狭义上的华文教学是狭义的华文教育的核心组成部分,也是实现华文教育目标的主要途径,广义上的华文教学也只是广义的华文教育中传播华文事业的方式之一. 相似文献
80.
This paper reports on the practice of buying-out teaching to create time for research. A study was carried out, at a regional
university in Australia, with academics in receipt of research grant funds (and therefore with the means to buy out teaching),
Heads of School, and the Deputy Vice Chancellors responsible respectively for research and for academic matters. We found
that while eligible academics did buy out teaching by employing casual staff, most of them worried about the potential effects
on teaching quality and students’ learning. Heads of School were more sanguine about possible effects on teaching. Decision
making by academics about whether to buy out teaching, and by Heads of School about whether to allow it in particular cases,
took account of a number of factors. Some teaching activities were seen as higher-risk than others for buying-out. It was
uniformly recognised by all parties that buying-out did not result in complete relief from the teaching activity that was
bought out; a great deal of time and energy needed to be invested by the academic in making appropriate arrangements and monitoring
the quality of work undertaken by the casual staff. The paper suggests that clearer policies need to be instituted in this
area; academics were unsure what buying-out was allowed or acceptable, and would benefit from more discussion of the practice. 相似文献