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61.
本文主要探讨了"问题式"教学模式在成人教育仪器分析教学中的实施和措施,以期在仪器分析教学改革中有新的启示。 相似文献
62.
陈聪 《昆明师范高等专科学校学报》2012,(2):14-18
《申报》的儿童副刊是上世纪30年代创办的一种儿童读物。从其刊载的大量文本及图片内容来看,它反映了当时时代背景下成人的儿童观。一方面成人以儿童为民族的继承者、国家未来的主人,向其灌输抗敌爱国思想,宣传科学知识和强身健体意识;另一方面成人也认识到儿童具有独特的心理、语言、思想和行为,因此应注重儿童本体的发展。这两种思想相互融合,以期让儿童成为民族和国家的优秀继承者。 相似文献
63.
今天,"老、少、边、穷"地区的村民素质现状与国家发展的要求有较大的差距。补偿教育更具重要性。补偿教育是以政府为主体,对特定群体施以文化知识、生产技能、观念更新等素质提升为目的的教育活动。补偿教育的基本模式是村本教育。村本教育应坚持趣味性、适用性、及时性、灵活性等原则。村本教育的主要形式有:请进门、走出去、村本活动等。 相似文献
64.
《Child abuse & neglect》2014,38(9):1436-1449
The experience of childhood maltreatment is an important predictor of unfavorable emotional and behavioral outcomes. Because little research examined explanatory variables in the relationship between childhood maltreatment experiences and later outcomes, this study examined the role that attachment serves in this relationship. Four hundred twenty-four participants completed questionnaires assessing the variables of interest for this study. Results indicated that both childhood maltreatment experiences (particularly emotional abuse) and attachment (particularly to mothers and peers) are significant predictors of later emotional and behavioral outcomes. Further, attachment contributed unique and significant variance to the relationship between childhood maltreatment experiences and later outcomes. Such findings suggested that secure attachment may serve as a protective factor against maladaptive emotional and behavioral outcomes as children reach emerging adulthood, even in the context of childhood maltreatment experiences. The importance of studying the relationships among these variables is discussed. 相似文献
65.
Moodle教学环境下师生签订学习契约以实现学习成果。契约学习的主要环节有师生共同诊断学习需求、签订契约、履行契约、对学习结果进行契约评价。以Moodle教学环境下的课程为试点,进行契约学习实践探索。采用调查和访谈方法,对数据与信息进行统计与分析。结果发现,使用学习契约,增强了学习者的学习动力;提高了学习者的学习自主能力。有助于学习者履行学习责任,有利于增强师生之间的关系。基于这些发现,文章尝试进行了讨论、分析并提出建议。 相似文献
66.
研究采用自编问卷对天津市4个街道27个社区的167名成年残疾人进行了社区远程教育学习需求的调查。研究发现:⑴成年残疾人对社区远程教育具有较高的学习需求。学习需求在具备不同计算机水平的成年残疾人间存在显著性差异;在不同的计算机和网络配备情况下不存在显著差异。⑵不同年龄段的成年残疾人在社区远程教育学习目的上存在显著性差异,主要以"自我提高"和"解决就业"为主。⑶成年残疾人对社区远程教育各类学习支持服务的需求总体上较均衡,但不同残疾类型的成年残疾人对学习支持服务的需求存在显著性差异。研究针对成年残疾人社区远程教育学习需求情况进行了分析,并就社区远程教育的开展提出了建议。 相似文献
67.
Denise E. Agosto Jonathan Pacheco Bell Anthony Bernier Meghann Kuhlmann 《Public Library Quarterly》2013,32(1):23-43
This study sought to collect data from teens and librarians about their preferences and recommendations for the effective design of physical library spaces for teens. Librarians and teens at twenty-two U.S. public libraries filmed narrated video tours of their young adult (YA) public library spaces. The researchers used qualitative content analysis techniques to analyze the video data and to develop a framework for guiding the design of effective YA public library spaces. In addition to providing specific recommendations for user-centered YA library space design, this study highlights the need for continued user input into the design and maintenance of YA public library spaces as teens’ needs evolve and vary across time and from community to community. 相似文献
68.
Heidi Omdal 《欧洲特需教育杂志》2013,28(3):237-253
The literature on selective mutism provides little information on the child’s own perspective. Six adults who had been selectively mute were interviewed about their childhood and adolescence. Data analysis led to identification of five themes, each of which has potentially important implications for teachers. (1) Origins of selective mutism: all interviewees reported withdrawal from social interaction at an early age. There was evidence from three respondents that onset of selective mutism was associated with events they had found traumatic. (2) Maintenance of selective mutism: all interviewees reported being strong willed, with a conscious determination not to speak. Selective mutism became a clearly understood and well‐defined social role. (3) Determination, social anxiety and loneliness, only two respondents (twins) reported feelings related to social anxiety in childhood, but other symptoms were reported. (4) In the recovery process four respondents reported their own conscious decision to change their current lifestyle as a precursor to starting to speak. (5) Concerning current psychosocial adjustment, four respondents had obtained therapy as adults, though not for selective mutism; five interviewees felt confident in formal, professional settings, but still experienced anxiety in informal, social situations. The data are discussed in light of previous work on selective mutism. In spite of inherent limitations, interviews with adults who have recovered may help teachers to understand both the development of the problem and their own role in helping students to recover from it. 相似文献
69.
This study examined whether gaining access to a new digital device enhanced the digital media literacy of young adults and what factors determine such change. Thirty-five young adults were given a mobile tablet device and observed for one year. Participants engaged in an online community, responding regularly to online surveys and discussion forums. Digital media literacy, using multidimensional scales, was measured at the beginning and end of the study. Usage was measured every month to track changes over time. When measured with multiple dimensional scales, the participants’ digital media literacy levels increased over time. Those who used the tablet device for information access and social activities increased their digital media literacy in some dimensions. However, an increase in digital media literacy was not directly related to the time spent on the tablet. 相似文献
70.
Päivi Siivonen 《Scandinavian Journal of Educational Research》2013,57(5):507-525
The article focuses on the social differences of educability constructed in Finnish general upper secondary school adult graduates' narratives on mathematics. Social class, gender, and age intertwine in the narratives that express the adult students' worries about their ability and competence to study and learn mathematics. Social differences of educability are transformed into individual conceptions of ability in an intrusive way that has consequences far beyond the ability to learn mathematics. This concerns such issues as whether one's ability and competence as a student and learner suffice to complete studies at GUSSA1 and pass the matriculation examination, as well as one's chances of succeeding in further studies and working life. The study confirms that mathematics continues to be constructed as a masculine prototype of intelligence. Being “good” at mathematics, moreover, implies having intelligence and innate natural talent. 相似文献