学枝管理中至关重要的三个定位

学校管理工作千头万绪,在这其中要把握好至关重要的三个定位:第一,学校发展定位:理性建设学校个性。发现学校的优势和不足,从而确定适合本校的办学目标,并引导学校充满激情的去追求事业的发展;第二,教师发展定位:鼓励教师张扬个性,为教师个性的展示和发展提供舞台,为教师个性的发展提供一切可能的服务;第三,学生发展定位:激发学生生命发展,着眼学生发展。唯有如此,才真正抓住了学校管理的真谛。     

A Plan of Classifying Pupils

ABSTRACT

Critical ethnic and gender gaps exist in college retention and graduation rates. Early achievement motivation may play an important role in student persistence. A sample of undergraduates completed surveys tapping motivation at the beginning (n = 591) and end (n = 232) of their first semester in college. African American and Caucasian students were more academically self-efficacious than Asian American students. Self-efficacy increased over the semester and was higher for male than female students at both time points. African American and Asian American students were initially more extrinsically motivated than Caucasian students; however, by the end of the semester, all ethnic groups were similar on extrinsic motivation. Female students were more extrinsically motivated and mastery oriented than male students who were more performance oriented. Performance goal orientations were negatively associated with grade point average whereas mastery orientation, intrinsic, and extrinsic motivation were positively associated with academic performance. Implications for higher education are discussed.     

An investigation on value orientations,attitudes and concern towards the environment: the case of Turkish elementary school students

Environmental attitudes depend on the relative importance that individuals attach to themselves, other people, or all living things. These distinct bases have been found to predict environmental concern, and may act as statistically significant determinants of pro-environmental behaviours. We claim that examining the complex nature of value orientations and concern levels among elementary school students as well as the interrelationships between these attributes could guide researchers and educators in Turkey. This study aimed (1) to explore Turkish elementary students’ ecocentric and anthropocentric attitudes, and environmental apathy; (2) to investigate their egoistic, altruistic and biospheric value orientations as well as their environmental concerns; (3) to examine relationships among environment-related attributes and (4) to determine the role of gender on these attributes. Participants seemed to be highly concerned and held favourable ecocentric attitudes. Furthermore, students with higher levels of anthropocentric attitudes tended to exhibit higher levels of environmental apathy, and those expressing biospheric concerns held lower levels of egoistic concerns. The findings suggest that girls were significantly more concerned about environmental problems and tended to value nature more for its own sake than boys.     

Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation

Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high–school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs.     

Cognition in Context: Students’ Perceptions of Classroom Goal Structures and Reported Cognitive Strategy Use in the College Classroom

This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically, students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’ goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles of both personal and contextual factors affecting student motivation and learning.     

死亡委婉语的人类学探究

死亡委婉语是存在于英语和汉语中的一个普遍的语言现象。用美国人类学家FlorenceR.Kluckhohn的五个价值取向,并从人类学的角度对其进行分析可发现中西文化之间的显著差异。     

《绿野仙踪》：清代“多向型小说”的特色及其产生背景

中国古典小说的分类历来多以鲁迅《中国小说史略》中的说法为主,即认为明代大都为单向型的。文章认为明以后,尤清代小说多为"多向型"。作者分析了《绿野仙踪》为代表的这类"多向型"小说,指出其成因、特点及存在之必然。     

眷顾·弃绝·超脱--试论辜鸿铭、鲁迅、林语堂对传统文化的三种价值取向

中国现代文化转型期的知识分子辜鸿铭、鲁迅、林语堂对传统文化性质的不同认识,决定了他们对传统文化所持的态度,即眷顾、弃绝、超脱.但在这个特定的环境下,三位学贯中西的文化名家又有着吾爱吾国、人本主义、反物质主义等相似的文化禀性.这可以使人们管窥出这个风云激荡的时代智识者的角色步步转换的轨迹,即从传统文化熏陶下的士大夫阶层,到具有强烈优惠意识的知识精英,到以学问为志业的学者.虽然其背后有各自不同的原因所支配,但这一趋向却是大体不错的.     

交际意愿、社会支持以及语言学习取向调查

人们普遍认为交际意愿是一个影响学生学习语言的重要因素。同时,语言学习倾向和语言学习的社会支持也会影响语言习得。文章以英语专业学生为调查对象,研究了交际意愿,社会支持和语言学习取向三个因素之间的关系以及它们是怎样影响二语习得的,并且给英语教学提供了一些相关的建议。     

Does classroom matter? - A longitudinal multilevel perspective on students' achievement goal orientation profiles during lower secondary school

The present study adds to earlier person-oriented research by investigating differences in students' achievement goal orientation (AGO) profiles and their development using a simultaneous consideration of classroom patterns with longitudinal multilevel methods. The sample of almost 10,000 lower secondary school students, representing over 600 classrooms, was surveyed on their AGOs in the 7th and 9th grade. Multilevel latent profile analyses (MLPAs) and transition analysis (MLTA) revealed similar student profiles in AGOs in both grades: success-oriented, moderate multiple goals and avoidance-oriented, as well as two classroom types: success-oriented and mixed orientation classrooms with varied relative proportions of different student-level profiles and patterns of likely transitions. Stability of profiles was more typical than change. Maladaptive transitions were related to lower, and stable and adaptive transitions to higher GPA in the end of 9th grade. In success-oriented classrooms, it was more common to maintain or adopt the success-orientation across lower secondary school compared to the other classroom type.