以鼓励之法教作文

提高学生写作水平，关键在于树立学生自信，热情鼓励，激发兴趣，乐于扶植，精心培育，巧于点拨，拓宽思路，让学生感到自己聪明能干，前途无量。     

浅析三、二分段高职学生英语学习中的情感障碍

在三、二分段高职阶段英语教学中,由于学生基础较差,学习难度加大,越来越多的学生英语学习中产生了畏难的情绪。要消除学生学习英语的心理障碍,教师应善待学生,关爱学生,改善教学方法,改进教学评价机制,与学生建立和谐融洽的师生关系,引导学生正确看待英语等级考试,顺利完成高职英语学习任务。     

声乐教学中加强学生情感体验的策略

声乐教学应该从过去的只重视技能、技巧的学习转到重视声音技巧与精神表现相结合的轨道上来，调动一切积极因素，加强学生的情感体验，使音乐作品的艺术形象得以完美地表现，使教学获得更好的效果。     

略论教师素质与激励机制

完善我国的教师激励机制对提高中小学教师素质颇为重要。不断完善我国的教师激励机制才能有效提高教师素质。在当前尤其应大力提高教师的社会地位，优化教师的福利待遇，完善教师资格认证制度，扩大师范院校的招生，强化教师行业的竞争度。     

欠发达地区初中语文教师素质调查与思考

教师是素质教育的主体之一 ,如何提升教师素质是教育改革永恒的主题。为此 ,我们将探究的目光首先聚焦在教师素质上 ,以近一年的时间 ,做了以下调查研究 ,通过对问卷调查结果的分析 ,揭示欠发达地区初中语文教师素质的真实状况 ,探究存在的问题并提出相应对策。     

儿童行为与情绪障碍的家庭干预效果回顾

回顾儿童的情绪及行为问题的家庭疗法,发现从1995年以后,相关研究逐渐增多,治疗模式也逐渐不同。外显障碍(比如行为障碍、注意障碍性多动、反抗行为)的研究要多于内隐障碍(如抑郁、焦虑障碍)。研究表明家庭干预对治疗儿童的情绪和行为障碍与个体治疗起同样作用,甚至优于个体治疗。到目前为止,家庭认知行为治疗与父母训练是已有的两种应用较为广泛的家庭干预模式。     

数学认知策略与情感体验的调查分析

通过调查分析，得出：在数学教学活动中，学生的认知策略与情感体验有密切的关系，认知策略和情感体验影响着学习结果，而情感体验在学习过程中反映最为强烈．由此我们得到启示：数学认知与情感的协调发展是我们数学教学活动中所必须关注的．     

论律诗对偶的美学功能

律诗是我国古典诗歌最重要的形式之一，而对偶作为律诗必须遵守的一条重要规则，对律诗的审美功能及情感表现等具有重要的影响。对偶具有对称对比之美及智性快乐两种美学功能，但以诗而言，它们毕竟还只是较低层次的美感。从深层情感表现角度来看，对偶以它高度对称的两句为一个结构单位、综合表达一个共同的意识的特性能使情感表现稳定有力和适度强化。除此之外，对偶的美学功能还表现在它对律诗的境界创造方面：诗的性质本身，总是竭力能在总的时间运动的框架中，融进 多的空间艺术的因素，这在律诗中表现尤为突出。律诗这种十分凝并短小而又极谨严的格徒本，如此狭窄的区间和容量，对于诗的时间运动业说无论如何是十分局促的，作为一种补充，律诗在诗的空间发展现方面超过了我们所知的任何一种诗体；而对偶艺术是律诗突破线性运动，向空间性艺术转换、创造诗的艺术境界的一种重要方式。     

Consistency and moral integrity: A self-determination theory perspective

ABSTRACT

If acting morally can be viewed as acting consistently with a moral principle or rule, then being a person with moral integrity can be viewed as consistently applying moral principles or rules across different types of situations. We advance a view of moral integrity that incorporates three distinct, but interrelated, types of moral consistency: cognitive, emotional and motivational moral consistency. Our approach is based on Self-Determination Theory, a motivational theory that can explain when a moral rule becomes the primary motive for behavior. We argue that moral integrity is achieved when a person acts on the basis of an internal moral system of principles, emotions and motives and provide an account of the way that it develops during a person’s interaction with the environment.     

Higher education students’ learning challenges and regulatory skills in different learning situations / Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior

First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL.