Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities

Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment.     

城市规划中的美学原理研究

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金腰燕的调查及初步研究

金腰燕（Hirundo daurica）是著名的益鸟和吉祥鸟。本文对金腰燕的营巢、孵卵、育雏等行为进行了较为详细的描述和初步研究，进一步探讨了金腰燕某些行为与环境之间的关系，为如何更好地保护金腰燕和吸引金腰燕前来营巢栖居提供依据。     

对“意义”的多维透视

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以"学"为中心的教学设计要素研究

建构主义学习理论体现了以“学”为中心的教学思想,建构主义学习环境下的教学设计是以“学”为中心的教学设计;本文回顾了以“学”为中心的教学设计的发展历程,对以“学”为中心的教学设计的内容要素进行了分析研究,并对其进行了反思.     

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研究性学习是当前教育研究的热点,本在校园网环境下开展研究性学习实践探索的基础上,结合建构主义学习理论的具体要求和我国教育的实际国情,提出了一个新型的基于网络环境的研究性学习模式——“四阶段——双配合——核心模式”(简称“421模式”),并对这一模式的每个学习过程设计进行了详细的阐述。学习模式简单、清晰,具有较强的操作性和实用价值。     

大学新区图书馆馆舍建设的思考

随着时代的发展，现代图书馆的建设应更多的注重其科学性、经济性、实用性和舒适性，充分体现以人为本，以读为中心的思想，高度重视节能与环保问题。     

基于maplnfo的城市生态环境质量评价初探——以朝阳市为例

从环境污染和绿地两方面选取影响因素,进行了城市生态环境质量综合评价的探索,并应用maplnfo软件作为空间数据处理的分析工具,对朝阳市城市生态环境的质量等级进行了划分。     

高校图书馆应重视个性化信息服务

图书馆的个性化信息服务是针对用户的个性和特点,主动地为用户选择并传递动态信息的服务。文章对个性化服务的概念、特点、环境、技术要求、安全与隐私保护、服务人员的素质等进行了阐述,为我国高校图书馆个性化信息服务的发展提出了一些设想。