关于借贷记帐法原理的深入剖析

通过对借贷记帐法原理的深入阐述,丰富和完善了借贷记帐法原理的相关内容,使其更加充实和具有说服力,对初学者的学习和实战操作都具有极强的指导意义.     

教师专业自主发展:内涵、意义及内在路径

教师的专业自主发展是指教师具有自我发展的意识和能力,包括主体意识、发展意识、创新意识和能力,能够主动地自觉地承担专业发展的主要责任,通过不断地学习、实践、反思、批判、创新,提升自己的教育教学能力,从而实现发展的多元性、差异性和创造性。它的意义在于:促进教师生活的主动性和创造性;促进学生自主学习和成长;提升教师的幸福感。实现教师的专业自主发展的内在路径是:提升教育专业精神;在自我反思和研究中成长;在合作、互动中成长;终身学习:教师的阅读。     

Psychological needs satisfaction,motivational regulations and physical activity intention among elementary school students

This study examined the relationship between psychological needs satisfaction, motivational regulations in physical education and physical activity intention among elementary school students. A total of 291 elementary school students in grades 3–6 voluntarily completed the three measures. This study indicated that satisfaction of three basic psychological needs powerfully enhanced self-determined motivation, moderately contributed to introjected regulation and negatively impacted external regulation and amotivation among elementary school students. Having fun, gaining specific benefits and making social connections with their friends all positively influenced elementary school students’ physical activity intentions outside of school.     

Students’ Needs,Teachers’ Support,and Motivation for Doing Homework: A Cross-Sectional Study

Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs.     

Effects of Autonomy-Supportive Teaching on Student Learning and Motivation

Although autonomy-supportive teaching has been linked with increased student performance, this contention has not yet been explored in an experimental study. This article presents a small, pre/post control group experimental study evaluating the effect of procedural and cognitive autonomy-supportive teaching on student learning and motivation during a 7th-grade reform-based science lesson on motion. In a 2 × 2 factorial design, the 4 treatment conditions featured high and low levels of procedural and cognitive autonomy support. As hypothesized, there was no effect of procedural autonomy support. However, to the authors’ surprise—and in contrast with their hypotheses—students in the low cognitive autonomy-supportive conditions learned significantly more, perceived significantly more choice, and rated instruction as more positive than did students in the high cognitive autonomy-supportive conditions. Results are framed in the context of achieving reform in science teaching.     

The Relationships Between Perceived Teaching Behaviors and Motivation in Physical Education: A One-Year Longitudinal Study

This study aimed to examine the direction of relationships between specific dimensions of perceived teaching behaviors and motivation in physical education over time among 330 secondary school students. Cross-lagged path-analytic models revealed that autonomous motivation was reciprocally related over time with perceived decision-making style, and positive feedback and that prior situation consideration, social support, and teaching behavior were related to a higher level of subsequent autonomous motivation and a lower level of controlled motivation; however, prior autonomous motivation was related to a higher level of subsequent positive nonverbal feedback. Results suggest that differences in the direction of relationships between various dimensions of perceived teaching behaviors and students' motivation in physical education are due to differences in the nature of the teacher-student interaction behind each teaching behavior.     

中医院校大学生自主创业认知水平调查研究——以天津中医药大学为例

以天津中医药大学的在校学生为研究对象,通过问卷调查和个别深入访谈相结合的形式,探索中医院校学生的自主创业认知水平,揭示中医院校学生创业方面存在的若干问题,在此基础上给出相关的对策建议。     

游戏的自主性特征与指导策略探究

幼儿园组织游戏活动过程中存在着一些问题,其原因在于对幼儿游戏特性的模糊认识和指导方法的不足。通过研究提出自发自主、自由自在、自娱自乐、自觉自愿、自信自豪是幼儿成长进程中显现出的特有的游戏的自主性质。基于这一认识,幼儿园游戏活动应为幼儿游戏提供更有效的指导策略,促进教师、幼儿、游戏内容、游戏环境材料等要素之间交互作用达到一种动态的平衡过程,真正实现游戏的自然发展价值和教育引导游戏发展的价值。