现实语境中的“大学语文”教学模式的建构

《国家中长期教育改革和发展规划纲要》对教学改革提出了诸多原则性意见。在这些意见的引领下。“大学语文”的教学需要清晰地了解当下的大学生在中小学阶段所获得的语文方面的积累,在此基础上找到大学语文的着力点。同时明确包含工具性和人文性的教学目标,归根结底是强调培育学生的应用能力。并在教学模块的设置、文本解读的方式方法以及课程群的建设方面齐头并进,以建构适应时代需求的教学模式。     

南通离实现基本现代化目标还有多远

现代化目标是由一系列指标构成,这些指标已形成国际公认标准。一个地方要实现基本现代化,必须构建出既符合国际标准,又有本地特色的现代化指标,由此才能找到差距,明确奋斗目标。文章通过对南通实现基本现代化指标体系构建的基本原则与内容的研究,提出了南通实现基本现代化目标的途径与方法。     

五年制高职生成就目标与学业成绩的调查研究

采用成就目标取向量表(ADG)对阜宁高等师范学校250名学生进行施测,用SPSS软件对所得数据进行整理统计分析,分析高职学生成绩目标取向对学生学业成绩的相关关系,得出如下结果:(1)五年制高职生成就目标取向在男女性别和年级上不存在显著差异。(2)信息技术专业与其他三个专业在掌握目标方面均存在显著差异,在成绩目标维度不存在显著差异,其他专业之间在两个维度均不存在显著差异。(3)掌握目标与学业成绩呈显著的正相关,成绩目标与学业成绩相关不显著。     

Getting good at small talk: student-directed learning of social conversation skills

For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the Self-Determined Learning Model of Instruction was used to improve self-chosen social conversation skills in a Norwegian 14-year old student with ASD and mild ID. This case study illustrates that, also for students with ASD and ID, giving them the opportunity to set personally relevant goals may improve their autonomous motivation, thereby increasing the likelihood of goal attainment.     

教师绩效管理与高校组织核心目标的偏离

依据两次教学调查数据反映的问题,对教师绩效管理制度实践可能导致的组织目标偏离问题进行了分析,指出了教师管理制度的价值导向和实施工具方面存在的问题。     

秩序、效率和民主的有机统一--政治发展价值取向的剖析

发展中国家因为其薄弱的基础和现实条件,在迈向现代化的征程中面临着艰难的抉择。在政治发展上也同样如此。各国由于国情的不同而选择适合于自己政治发展的路径,但发展中国家在政治发展上有着共同的目标,这就是要求政治发展要达到秩序、效率和民主。而秩序、效率和民主并不是孤立的,只有在三者有效互动基础上才能推动政治发展。     

利用弹性预算管理,从目标成本走向目标管理

如何在预算执行中进行风险规避,如何在预算管理中不丢失市场机会?这就需要在预算管理中加入"柔"性,即弹性预算管理.目标成本只是大企业管理的一部分,如何从公司的整体出发,从目标成本这一个单纯的管理方面走向目标管理也是本文阐述的重要内容.     

教学目标的演进与流变——近十年来我国教学目标研究的历程及现实走向探析

笔者通过对我国近十年来教学目标研究的回顾分析,通过对教学目标的概念、功能、模式、内容、结构、实施与评价等方面的梳理,试图寻找对现阶段教学目标改革的启示,并对现阶段基础教育教学目标研究的走向给予展望。     

新建地方高校的目标定位与实施

高校扩招以来的新建地方高校,存在着对自己所处的位置认识不清、定位不准、忽视自身优势、贪大、求全、追高的倾向,影响了学校的健康发展。其目标定位要坚持能级原理,确定自身服务类型;立足现实,面向市场,找准服务切入点;坚持多样性与突出特色相结合三大原则。日标的实施要注重突出教学中心,调动教师积极性,办出特色,提高教学质量。     

The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.