做好普通本科院校毕业班班主任工作的几点思考

本文针对普通本科院校毕业班学生工作实际,就如何做好班主任工作,提出了加强思想政治教育、安全教育、教学管理、党建工作、心理疏导、就业服务、文明离校工作等方面的看法。     

Classroom-based interventions and teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings

Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.     

在科学探究中促进儿童解释能力的发展*——美国科学开端课程对我国儿童科学教育的启示

美国科学开端课程是以探究为核心的综合性儿童科学课程。通过科学探究活动发展儿童的解释能力是此课程的一个重要特点,这体现着当代新的科学观。科学开端课程对我国儿童科学教育有启示作用。     

Class and pedagogy: a case study of two Chicago preschools

Using a Bernsteinian theoretical framework, this study compares two American early childhood centres, one with a primarily progressive pedagogy (Frank Lloyd Wright Family Centre) and one with a primarily traditional pedagogy (Casimir Pulaski Centre), in high-poverty Chicago neighbourhoods to examine the effects of different pedagogic practices on the development of academic and non-academic skills in young children as measured by pre- and post-testing and observations over five months. The collected data demonstrate that students at Wright experienced greater levels of academic development than students at Pulaski. Children at both sites showed development in literacy and social/emotional skills, but the children at Wright also show development in problem-solving and imagination – skills that aid in abstract thought. While further study is needed on a broader scale, results from this study suggest that early childhood programmes with more progressive elements have the potential to better prepare children for elementary school than programmes with more traditional elements.     

三官寨彝语形容词修饰语与名词中心语的语序

三官寨彝语“形修名”结构有两种语序：居前和居后,这两种语序不同于其它彝语方言的形修名语序。结合标记理论和其他藏缅语的情况,探究了彝语特殊形修名语序的原因。     

大学生自主创业协同创新机制构建——基于利益相关者视角

研究表明,创业意识、创业能力和创业资金的不足严重制约大学生自主创业,而政府、学校、家庭、企业等不同主体与此存在密切关联。因此,只有兼顾各方利益相关者的不同诉求,才能更好的帮助大学生实现自主创业梦想。     

探索农村职业技术教育之路

从人力资源的角度看“三农”问题的解决,我们寄希望于农村职业技术教育。理论上看,农村职业技术教育面临着前所未有的发展机遇,现实中却面临着种种困境。如何解决之,是我们努力探寻的重要现实问题。本文认为：根据我国目前农村经济与教育发展现状,应把创业培训作为农村职业技术教育的突破点。     

对我国短跑运动员起跑反应速度的研究

对参加第8届全运会短跑运动员的起跑反应速度进行了研究,发现我国男、女短跑运动员起跑反应速度基本处于同一水平,从事不同专项运动员的反应速度存在显著差异,男运动员各赛次间反应时无显著差异。女运动员在部分项目赛次间反应速度有显著差异。男、女运动员反应速度都呈后一赛次快于前一赛次的趋势。     

An Overview of the Minnesota Approach to Research in Moral Development

This article traces the history of the Minnesota approach to moral judgement research. It is claimed that this history can be subdivided into four phases, each one associated with a different goal and theoretical consideration. Attention is also given to the issues motivating the different research goals as well as highlights of the outcomes of this work. It is concluded that the Minnesota approach has been a progressive force in the field, promoting change in both theory and measurement and also serving as a stabilising force by reaffirming Kohlberg's basic view that moral judgements are both cognitive and developmental.     

论创业教育在人才培养中的双重定位

创业教育是继创新教育之后提出的又一个教育方向。目前,我国的创业教育还处于摸索阶段,但是二者从本质上来讲,其内涵是部分重叠的。从美国的创业教育,我们可以吸取一些经验,那就是受过创业教育的学生并不一定必须创业,因为并不是每一个人都具备成为创业者的特质。创业教育之所以称之为教育,就要有一定的普遍性,所以创业教育的目标应该是培养大部分学生具备创业的素质,更全面地发展自己,而且为少部分渴望创业的学生提供能够真正创业的有力支撑。