学前教育专业师范生驻园见习阶段心理历程分析

采用目的性随机抽样法,对7名2013级、30名2014级学前教育专业师范生的焦点团体访谈结果和反思笔记进行分析,发现学前教育专业师范生驻园见习期间经历了"使命与不安并存且略显迷茫的期待期—尴尬于自身‘见习学生’与‘见习教师’双重身份的矛盾期—反思自身未来职业规划的探索期"等阶段的心理变化。自我身份的认同和重要他人的支持是主要影响因素。据此,提出了相关支持策略:借助驻园见习实践共同体,支持师范生见习全程的心理成长;严格审查幼儿园指导教师资质,发挥幼儿园指导教师的积极影响。     

张謇所创“中国第一”或“全国之最”考略

张謇在教育救国、实业救国的实践中,创造了众多的全国之最,反映了他的创新开拓精神。但由于一些夸大不实之词的掺杂,使有些提法与史实不符,混淆视听。通过对“中华工商时报”等报刊书籍提及的张謇所创“中国第一”或“全国之最”逐一考证,发现有的确属全国之最,有的有待进一步论证,还有一些并非全国第一。只有澄清事实,才能正确利用文史资源,有助于研究的深入。     

浅谈本科医学生暑期临床病理见习的教学实践

与临床实习不同,暑期临床病理见习是医学生在校学习理论知识阶段,在暑假期间开展到病理科进行为期一个月的见习,是本科医学生理论和实践相结合的短期实践,是医学生进行初步实践、了解病理工作流程的重要环节。通过采用目标教学模式,制订合理的见习计划,培养学生在病理专业实践能力以及病理—临床、病理—患者之间的沟通能力,以提高见习医生的整体实习效果,为将来正式实习和未来的临床工作建立基础。     

高职酒店管理专业学生实习现状分析及对策

高职院校酒店管理专业学生实习是本专业学生在大学期间所必须经历的一个过程,也是如今高校教育教学计划中的重要组成部分;从分析高职院校尹店管理专业学生在实习过程中普遍存在的问题和产生这些问题的原因入手,旨在探讨如何有效地开展实习教学管理,提高学生实习质量和效果,培养高素质、适用的旅游人才。     

Physics teachers: a holistic plan for professional education during both the pedagogical stage and the probation year

Despite the Bologna agreement implementation in 2008, teachers' education in Portugal has not changed significantly from earlier practice. The major modification in the requirements of master’s level teacher education programmes was the introduction of a strong component of educational research in a master’s degree; this is designed to replace an educational monograph in the typical 5-year ‘Licenciatura’. Both a professional one-year in-school pedagogical stage and a fifth year as a university student continue to be mandatory, as well as the stage co-supervision of the university and the school. However, existing government regulations imply that in the very near future the full professional education of teachers will have to be complemented with an in-service probation year conducted under the supervision of a school mentor. The current study has been designed to try to determine: (a) how the activities of the probation year should be organised in order to improve this stage of professional education; and (b) how probation years could be used to promote school–university partnerships that could provide for more effective in-service teacher education and/or possible shared educational action research. Drawing on the survey data from pre-service students from four different universities, novice teachers, stage supervisors and school principals, information was collected on the perceptions of the quality and scope of the professional education of future teachers from the beginning of their programmes through their pedagogical stage. A high degree of agreement among all the respondents enables us to point towards the perceived high quality of several components of the teacher education programmes, e.g, teachers’ ability to plan a lesson using different teaching strategies and the high value-accorded school–university collaborations. The results also show the weaknesses of other components, e.g, teachers’ skill with controlling badly behaved students and their ability to capture students’ attention and motivation. Based on these results and on our knowledge about the type of professional support needed to promote teaching practice, we conclude with a holistic plan designed for teachers’ professional education during the pre-service pedagogical stage and the in-service probation year.     

暂缓判决适用对象之我见

暂缓判决制度还没有成文的法律规定,但在我国审判实践中已适用了十来年,所以笔者对最早适用暂缓判决的上海市长宁区法院所总结的有关暂缓判决适用对象的范围进行了分析.该院是以排除不适用对象的方式列出,笔者则试图通过所列的排除对象找到明确的暂缓判决可以适用的对象,但结果却意外地发现有意义的适用对象并不存在.     

论缓刑制度的几个问题

１９９７年刑法典对缓刑制度作了较大幅度的修改,对个性后缓刑制度的一些问题进行了阐释,有利于缓刑制度的完善,为了使缓刑制度更具操作性,建议设议设立缓刑保证金制度。     

SOAP临床思维模式在儿科临床见习教学中的应用

目的:探讨SOAP(Subjective–Objective–Assessment-Plan)临床思维模式在儿科临床见习病史汇报教学中的应用。方法:以临床医学本科四年级学生69人为研究对象。由同一培训教师对所有学生进行SOAP临床思维模式培训,并将其应用于病史汇报。培训前后由测试组对病史汇报情况评分,比较评分差异。结果:培训前病史汇报平均成绩(73.42±1.2)分,优良率27.5%。培训后病史汇报平均成绩(85.68±0.9)分,优良率73.9%。培训后病史汇报成绩较以前明显提高,差异有统计学意义(P<0.01)。结论SOAP临床思维模式训练有助于提高临床医学本科生的儿科见习病史汇报水平,可应用于儿科临床见习教学。     

构建“在线教育见习共同体” 改革传统教育见习模式

对高师学生的见习状况进行了深入分析,指出其存在低效、无监督、缺乏指导等弊端,提出了相应的解决方案,即构建＂在线教育见习共同体＂实现教育资源共享,以老带新的见习模式,从而提高学生的见习效果,真正达到教育见习的目的。     

对中小学新教师试用期培训质量的调查与思考

通过调查研究,找出目前中小学新教师试用期培训工作中存在的问题,构建合理的培训组织形式、精心设置培训内容、配备优秀的辅导教师、运用发展性评价标准,使中小学新教师试用期培训具有针对性、实用性和实效性。