公众演讲焦虑研究综述

介绍了公众演讲焦虑的研究——公众演讲焦虑的流行病学和病理学特点,公众演讲焦虑者的身心反应、认知模式及公众演讲焦虑的干预。流行病学和病理学的研究表明,公众演讲焦虑可能是社交焦虑症的一个独特的亚型。公众演讲焦虑者在演讲前、中、后有其特有的身心反应。演讲时,个体对其负面社会表现的注意偏向以及因此产生的消极自我意象是导致公众演讲焦虑的原因,认知行为疗法(CBT)对公众演讲焦虑有积极的治疗作用。最后探讨了公共演讲焦虑的未来研究方向——扩大取样范围,提高研究对象的代表性,得出更具推广性的研究结论;继续探讨其他因素对公众演讲焦虑的影响并深入、细致地探讨相关深层次问题;探讨结合了虚拟现实环境暴露的认知行为疗法(VRCBT)等新型认知行为疗法等对我国公众演讲焦虑者的治疗效果。     

The relationship between trainees’ evaluation of teaching and trainee performance among Norwegian executive students

The purpose of this study was to explore the relationship between students’ reactions to teaching and their consequent performance as measured by course grades. Reactions to teaching were reported by 189 adult part‐time students enrolled in postgraduate studies over two consecutive academic semesters across six different study programs in a large Norwegian training institution. These students’ reactions to teaching were then assessed in relation to their consequent performance, in terms of their individual final course exam grades. The results showed that students’ reactions to teaching were unrelated to their consequent course performance. Implications for practice and directions for future research are discussed.     

E-Learning in China

The success of any open and distance learning course depends on how well it is designed, executed, and evaluated. Evaluation of a course not only demonstrates its strengths, but also points out any inherent shortcomings in the course. This is why course evaluation constitutes an important function in an open and distance learning system. The present paper aims to evaluate a distance education course ‘Instruction in higher education’ from the Postgraduate Diploma in Higher Education (PGDHE) offered by the Indira Gandhi National Open University (IGNOU), India. Feedback on this course was obtained from 230 respondents with the help of a structured questionnaire. The data collected from students were analysed using percentages. Findings from the study provide an understanding of the operation of the different components of the course. While the majority of the respondents were satisfied with self‐instructional materials, assignments, the extended contact programme, and delivery mechanisms, a sizeable number of respondents were dissatisfied with academic counselling, and the use of audio‐video programmes. Generally, the respondents provided useful feedback and suggestions which will help the faculty in course revision.     

Exposure to bullying,reactions and psychological adjustment of secondary school students

A sample of 575 secondary school students aged 11–15 years was administered a checklist on experiences of bullying, then divided into groups of victims, witnesses and not exposed, and by gender. Participants completed the Strengths and Difficulties Questionnaire on psychosocial adjustment. Victims and witnesses completed another questionnaire on the extent to which they would endorse retaliation/vengeance and avoidance towards the perpetrator. Girls reported being victimised significantly more than boys. Amongst victims, boys scored higher than girls on desire for retaliation/vengeance and on externalising behaviours; girls scored higher on internalising behaviour. Experience of bullying victimisation, rather than merely witnessing it or not being exposed to it, was associated with internalising behaviours for both boys and girls. These measures of psychosocial adjustment were associated with the desire for retaliation/vengeance. Implications are discussed of the links between gender, exposure to bullying, reactions and psychosocial adjustment of secondary school children.     

一锅煮法合成多取代的2-吡咯烷酮

通过简单易得的α-乙酰基环丙基酰胺与NH2OH.HCl一锅反应,高效地合成了多取代的2-吡咯烷酮,其机理涉及到一个三元环开环和分子内亲核环合反应。对它们的结构用核磁共振氢谱、核磁共振碳谱和元素分析进行了表征。     

Diels-Alder反应探讨

本文主要探讨了Diels-Alder反应的机理、反应活性、方位选择性、立体专一性、立体选择性,并简要说明了它在有机化学中的应用.     

Organic synthesis under solvent-free condition: An environmentally benign procedure — I

Though it is a common practice to run the organic reactions in solvent media, the chemists’ concern to minimize the environmental pollution caused by solvents and also their academic interest in solid-solid reactions have led them in recent times to develop methodologies for solvent-free reactions with considerable success.     

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors

Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students' perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students' learning outcomes via students' adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students' math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics.     

小学生消极情绪反应成因的家庭因素分析

小学生的情绪发展是其社会化过程中的重要内容,家庭作为小学生情绪发展的重要因素,关注其中的小学生消极情绪反应并进行成因分析,促进小学生在情绪能力的关键发展期获得积极的情绪处理方式,在当前教育实践中具有必要性和迫切性.     

近5年关于穴位埋线不良反应报道的分析研究

目的:在穴位埋线的应用日益普遍的背景下,了解临床上穴位埋线引起的不良反应的现状,分析其原因及常用处理方法,为穴位埋线的安全使用提供参考依据。方法:检索中国知网、维普、中国生物医学网、万方关于埋线引起的不良反应的报道,检索时间为2012年1月1日至2016年5月1日。结果:检索出有关埋线引起的不良反应的报道6篇,无严重不良反应,所有不良反应在给与相应的处理后均可恢复。结论:穴位埋线作为一种新型针刺类的中医外治方法,无法避免地存在一些不足,面对其引起的不良反应,今后在临床操作时应更加关注无菌操作、穴位的选择、针刺的角度与深度。