性道德的建立是小学德育的重要组成部分

性道德教育是小学德育的重要组成部分。性道德包括性道德的建立和性人格的形成。它是形成其他道德的基础。在小学阶段,应当进行性道德教育,同时应当采取相应的措施以达到加强小学性教育的目的。     

The silent voices: Pupil participation for gender equality and diversity

ABSTRACT

Background: The international body of research on student voice concludes that active pupil participation has multiple positive effects on the work environment and learning for pupils. In a large study on gender equality and diversity work in Swedish schools, it became evident that pupils wanted to be active participants. However, pupils considered that their wishes were, to a large extent, ignored. Therefore, it is important to try to understand this further by investigating pupils’ perceptions of their experiences.

Purpose: The purpose of the study was to explore how discourses of participation and power are practised, not practised, and materialised, by focusing in-depth on pupils’ representations of gender equality and diversity work within a small sample of Swedish schools.

Methodology: The study is based on data from 10 focus group interviews with 43 pupils from 4 different schools, 2 compulsory schools (pupil ages 6–15) and 2 upper secondary schools (pupil ages 16–18), in Sweden. The thematic analysis utilised a gender perspective anchored in a critical policy analysis approach.

Analysis and Findings: The analysis of focus group data identified three pupil representations of gender equality and diversity work: a onetime occurrence, longing for participation and the (un)fair teacher. These representations were derived from and intertwined with discourses on pupil participation and power. Three sub-discourses were found within the discourse on participation and power: normative barriers to participation, structural barriers to participation and openings in the barriers to participation. The first two sub-discourses support the maintenance of unequal power relations between adults and pupils, while the third challenges these power relations.

Conclusions: Our study suggests that no substantial levels of participation or power among the pupils were represented at the schools. Instead, the analysis visualises pupils as expressing powerlessness and disengagement. However, the discourse Openings in the barriers to participation, together with pupils’ democratic abilities, has the potential to enable change and the development of pupil participation in schools.     

东乡族小学生汉语文学习困难调查研究

剖析了影响东乡族小学生汉语学习困难的各种困难，并在此基础上提出优化东乡族小学生汉语学习的教学策略和建设。     

中小学生课外阅读现状调查研究

2003年1—2月，我们采取问卷调查的方式，就我省初中生和小学生的课外阅读情况，如兴趣、动机、时量、内容、习惯、方式以及教师、家长对学生课外阅读的指导状况等方面进行了调查。并对调查结果进行了分析研究，为教育者开展和指导学生课外阅读提出了相应的建议。     

Reasons and resources: understanding pupils’ aspirations in lower vocational Dutch education

Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools.     

中小学生品德评价的现状与改革趋势

目前,国内外一些主要的中小学生品德评价方法都有各自的优势,但也都存在一定的局限。因此,品德评价改革势在必行,成长记录评价法将是今后一个时期中小学生品德评价改革的必然趋势。     

小学生良好社会适应性的培养

当前，我国教育正确面临着从传统的升学教育向素质教育、人格教育的转变。如何针对当代学生的特点，有效地解决独生子女的社会适应性的教育难题已越来越显示出它的迫切性。运用人五人格理论分析一个有良好社会适应性的人应具有的人格特征，构建一种新的“人格模型”，对学校教育探讨培养学生良好社会适应性是具有现实意义的。当前小学教育应通过营造良好的心理环境，依靠课堂教学和活动交往培养学生的社会适应性能力。     

Consulting with children and young people who have disabilities: views of accessibility to education

The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act 2002 requires local authorities to prepare and implement an accessibility strategy to improve access to education for young people with disabilities. In this article, Dr Richard Woolfson, Principal Psychologist, Michael Harker, Depute Principal Psychologist, Dorothy Lowe, Senior Psychologist, Mary Shields, Senior Psychologist, and Hilary Mackintosh, Research Assistant, all from Renfrewshire Educational Psychology Service, report the response of one local authority. Staff from the psychological service carried out a two-stage research study with children and young people. Stage One involved a postal questionnaire for 290 pupils with a range of disabilities; parents and carers were asked to assist their children with the questionnaire. Stage Two involved young people with disabilities in a number of focus groups. The results recorded here confirm that the area of greatest pupil satisfaction is physical access to the school environment. Few problems are identified regarding access to information from school and most pupils with disability consider that their opinions are listened to and respected. Other findings suggest that pupils with disability generally view their teachers as supportive, while pupils often struggle to complete homework. Further, the pupils indicated that they would like to be more closely consulted about access to the curriculum, working independently and the provision of support. Older students suggested that preparation for post-school options should start much earlier. In the light of these findings, the authors discuss recommendations for future practice and for further research.     

加强心理辅导优化小学生心理素质

本文列举了小学生存在的三方面的心理问题，并从学校、家庭、社会三个不同的角度提出了做好心理辅导工作的有效措施，以优化小学生心理素质。     

Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people’s engagement with secondary education. This interpretive-deductive study, which draws upon ‘tensions and dilemmas of difference’, presents Gypsy/Traveller learners’ perceptions and those of their parents and teachers about the barriers encountered. Findings around ‘intra-cultural conflict’ demonstrate significant tensions between and within cultures that are profound for young people during this stage of education. Resilient, supportive mothers and strong bonds with teachers and children from the mainstream community, appeared essential in helping young people to manage criticism and resist pressure to conform to cultural norms. However, a fundamental shift in societal attitude is required and critical thought paid to inclusive education, or young learners who remain in education may end up on the periphery of both societies.