浅谈正确利用情感因素促进英语教学

本文通过对学习理论中情感因素焦虑、抑制和动机的分析,从四方面论述了如何正确利用情感因素,促进英语教学.     

Bloom’s Taxonomy在高职酒店管理专业教学国际化中的应用——以“酒水知识”课程为例

酒店管理专业国际化的研究既是热点也是难点。高职学校生源有一定的局限性,要想加强酒店管理专业国际化建设,就需要在专业教学的过程中引入国际化教学方式。文章以酒店管理专业“酒水知识”课程为例,采用Bloom's Taxonomy布鲁姆目标分类教学法,分析高职酒店管理专业教学中国际化建设所存在的问题,并提出从认知领域来培养学生的国际化创造性思维,从情感领域来提高学生国际化人才素养,从动作技能领域来让学生掌握酒店国际化操作流程等解决方法。     

情绪安全假设理论及其对当前教育的启示

根据情绪安全假设理论,保持安全的感觉是个体重要的目标,它组织个体的情绪调节、活动趋向以及对自身威胁的评估。因此,在中学教育中,我们不能只强调中学生身体上的安全,还应该对情绪上的安全引起重视。导致学生情绪不安全的原因主要来自于社会、家庭和学校环境因素以及学生的个体因素,因此教师在教学过程中应该以情绪安全假设理论为指导,从课堂教学和日常管理两方面入手,保护学生的情绪安全,促进学生身心的正常发展。     

Emotional distress when studying sensitive topics in psychology,and its relationship with hardiness and mental health

This observational, cross-sectional study examined students’ retrospective recall of emotional distress when studying sensitive topics in psychology, and whether hardiness had a mediated pathway to emotional distress through a mental health condition (MHC). Psychology undergraduates (155 women, 34 men) from South Australian universities completed self-report questionnaires assessing hardiness, retrospective measures of emotional distress when studying a range of topics, their concurrent MHC and lifetime cumulative trauma. As hypothesised, students reported more emotional distress to sensitive topics relative to nonsensitive ones, p?r?=??.69). Hardiness was significantly negatively correlated with MHC, p?r?=??.38). Causal mediation analysis revealed, as predicted, that MHC mediated the effect of hardiness on emotional distress (p?相似文献   

对体育专业舞蹈专选班大学生情绪管理能力的调查研究

为了深入了解体育专业舞蹈生情绪管理能力的现状,本文通过文献资料法、问卷调查以及数理统计的方法从自我觉察、自我调控、觉察他人、自我激励和人际关系5个方面对西北民族大学体育专业舞蹈大2、大3学生的情绪管理能力进行调查研究。结果显示:(1)大3和大2学生在以上五个方面的能力具有显著差异(P<0.05);(2)大3学生在自我激励和人际关系比大2的好,但在其他3方面均比大2的略低;(3)男生和女生在以上前3个方面的能力具有显著差异(P<0.05);(4)男生在自我觉察与自我调控两方面的能力均比女生好,但在觉察他人方面的能力却低于女生。根据研究结果分析其薄弱环节并对其进行可能的原因分析与讨论。     

Managed moves: school and local authority staff perceptions of processes,success and challenges

The current research aimed to increase understanding of the processes of managed moves for children at risk of exclusion from school, particularly exploring what contributed to success and the nature of the challenges experienced. The study was conducted in one English local authority where 11 school staff and 5 local authority staff were interviewed. Two superordinate themes emerged from the interviews. Superordinate theme 1 was concerned with factors contributing to success and included subthemes relating to fresh start/clean slate, home–school communication, early intervention, pastoral support (transition work, relationships with staff and relationships with peers) and involvement of young person. Superordinate theme 2 was concerned with the challenges associated with managed moves and included inter-school tensions (honesty and information sharing, the results agenda and moving a problem), narratives around young people, objectifying language and accurate diagnosis.     

Attachment security and the school experience for emotionally disturbed adolescents in special education

Adolescents with disabilities are at increased risk for school failure, and those in special education as the result of emotional disturbances consistently have the highest dropout rate of any disability. This paper discusses the importance of feelings of security in relationships for these adolescents and the results of a study designed to determine the effects of these feelings on their educational experience. The impact of several relationships in the home and school life on the school experience of the emotionally disturbed adolescent is explored. These relationships include those with mother, father, teachers, social workers/therapists and peers. All of these figures are potentially ‘secure bases’ for adolescents, providing the experience of emotional safety necessary to engage in the challenges of the academic environment. The resources need to be provided to enhance feelings of emotional safety in the school setting, including the services of social workers and other mental health professionals.     

Effects of tactile stimulation and gross motor movement on cognitive learning: A test of Montessori's muscular movement theory in the college classroom

Research investigating the management styles of male and female supervisors is mixed. In an effort to clarify this research, the present study examined the interaction effect of gender of supervisor and gender of subordinate on perceived mentoring. Results revealed the least amount of mentoring occurred between female supervisors and female subordinates, but the greatest mentoring took place between female supervisors and male subordinates. Results were explained in terms of managerial experience and the double‐bind of female managers. These findings challenge the traditional advice that female subordinates should seek female supervisors.     

Construction and validation of a communication based emotional support scale

A review of the emotional support and social support literature indicates a paucity of instruments which directly measure the phenomena of interest. While many have utilized assessments of “strong” or “weak” links between relational partners, they have not examined the communication modalities specifically. They have also tended to view emotional support as a unilateral product of a source or receiver rather than a product of communicative interactions. In order to examine support more carefully, a unidimensional instrument was developed to measure the communication of emotional support in relationships. As tests of convergent validity, it was suggested that perceptions of emotional support will be positively correlated to perceptions of relational solidarity and relational quality. The final instrument consisted of 13 communication based items with high reliability and evidence of internal, face, and convergent validity.     

The Relationship Between Personality Temperament,Communication Reticence,and Fear of Negative Evaluation

This study examined the influence and relationships of the Big Five personality variables of extraversion, agreeableness, conscientiousness, emotional stability (neuroticism), and openness to experience on communication reticence and fear of negative evaluation (FNE). Undergraduates from (N = 336) basic communication or psychology courses completed self-report measures for these variables. Structural equation modeling indicated that only one personality dimension, extraversion, directly predicted reticence, whereas neuroticism was positively related to FNE, and openness was a negatively associated predictor of FNE. The model also showed a strong relationship between FNE and reticence, indicating that FNE moderated the relationship between two of the five personality variables (i.e., openness and neuroticism) and reticence.