硕士研究生师生沟通现状的实证研究

从沟通过程涉及的相关要素出发,把硕士研究生师生沟通现状聚焦于沟通动机、沟通内容、沟通策略、沟通主体影响因素和沟通效果六个方面。采用问卷调查和访谈结合的方法,运用描述性统计、差异性检验、相关分析和回归分析对硕士研究生师生沟通的现状进行剖析。     

新课程下数学课堂教学“师生互动”作用

通过例子说明数学课堂教学中开展师生互动可以让学生自主参与课堂活动,提高课堂效率,从而培养学生思维能力、创新能力、探究能力。     

Multivariate Relationships of Specific Impression Cues with Teacher Expectations and Dyadic Interactions in Elementary Physical Education Classes

Abstract

The purpose of this study was to determine the multivariate relationships of the impression cues of attractiveness and effort with teacher expectations and dyadic interactions in two elementary age groups of children. Three elementary physical education teachers and 128 children (K-3) served as subjects. The children were classified into two groups, one consisting of kindergarten and first grade children and the other second and third grade children. Physical attractiveness was determined from ratings of black and white photographs of each student. Student effort was determined by the ratings of the teachers according to the amount of expressed effort demonstrated by each student during physical activity instruction. Teachers were also asked to rate their students according to four expectancy variables. A dyadic version of Cheffers' Adaptation to Flanders' Interaction Analysis System was the observational tool used to describe teacher-student behaviors. For the older group only, teachers' expectations for the students' social relations, cooperative behavior and ability to reason significantly related to both impression cues. For the younger group, teachers' expectations for social relations and cooperative behavior were significantly related to teacher praise, direction-giving, criticism, and predictable student responses. For the older group, however, the teachers' expectation for cooperative behavior was significantly related to eight behavioral variables, especially to information giving and student-initiated responses.     

Facilitating Academic Achievement Through Affect Attunement in the Classroom

Abstract

The effect of teacher-student attunement on the academic performance of students with and without learning disabilities was examined. Each Grade 4 student (24 with learning disabilities and 24 without learning disabilities, but matched on age and gender) was systematically exposed to 2 teaching approaches—attuned vs. nonattuned (traditional) at different times using different academic contents (mathematics and social studies). Teaching transpired within 8 naturally occurring classrooms; students were given pre- and posttests to assess their learning. A manipulation check indicated that the attuned teaching resulted in significantly more teacher-student attunement than did the nonattuned condition. The attuned teaching condition significantly improved academic performance over nonattuned teaching. When exposed to attuned teaching, girls without learning disabilities exhibited significantly greater improvement than did girls with learning disabilities.     

The Effect of Written Examinations on Learning and on the Retention of Learning

Approximately equal numbers of Canadian and American education students rated each of four teacher types in terms of 24 characteristics. The ratings were factor-analyzed and the teacher types were arrayed along the four resultant principal components. A stepwise discriminant analysis was performed. Dissonance theory suggests that findings have implications not only for teaching pedagogy but for persons seeking student feedback on teachers as well.     

‘Doing identity’ in the Botswana classroom: negotiating gendered institutional identities

Drawing on post-structural and post-colonial conceptions of gender, this paper explores multiple student masculinities and femininities in the classrooms of four junior secondary schools in Botswana. These gendered identities, it is argued, are negotiated within broader institutional constraints that have been socio-historically produced. Such constraints include the colonial legacy of heavily authoritarian (and inherently gendered) teacher-student relations, which in turn are sustained (and resisted) through the practice of English as the medium of instruction, and a punitive disciplinary regime, which has corporal punishment at its core. Three similar gender performances are identified for both girls and boys: ‘good classroom students’, ‘classroom rebels’, and ‘docile bodies’, though these are discursively produced and interpreted differently, against the norms of masculinity and femininity, and within a pervasive and stereotypical binary gender ideology.     

大学德育教学中的师生交往

师生交往是大学德育教学当中教师发挥德育影响的基本途径,没有师生间的交往和接触,就不存在教师对学生道德价值观的渗透。传统的品德课堂中,教师向学生传授固有的道德规范和道德价值观,学生对所学内容只能一睢命是从”,这既不相融于主体教育思想,也不符合素质教育的目的。新的品德教学目标要求学生的学习过程必须是主动和建构的过程,要加强德育教学过程中师生之间的交往．才能完成真正意义的品德内化,从而进一步完善大学生人生观、价值观,更好地适应社会的发展。     

中学生的学业行为及其与人格、师生关系的相关

以北京和西安两所城市四所中学初一、初二、高一、高二年级1592名中学生为被试,采用学业行为问卷、人格五因素问卷和师生关系问卷,考察中学生学业行为的特点,并探讨人格、师生关系对学业行为的影响。结果发现:(1)中学生学业行为具有显著的性别和年级差异。(2)中学生的师生关系可以划分为亲密型、一般型和冲突型,师生关系不同类型的个体在学业行为各维度差异显著。(3)学业行为与人格五因素、师生关系各维度具有显著的相关。(4)人格五因素和师生关系的亲密性、冲突性能够显著预测学业行为,谨慎性在师生关系的亲密性和学业行为间起完全中介作用。     

教学认识论批判

目前,我国的教学哲学观构筑于认识论基础之上。在教学认识论的统驭下,学生被看成是一个“理性的生物”,他任意改造、肢解所面对的一切客体,从而变成了一个脱离了生存境域的抽象而片面的人;学生被认为是以一种理论姿态存在于世的,他通过建构和探究这一活动中介,在将教学文本世界变成纯粹对象和干瘪影像的同时也失去了自身原初而本真的存在;师生关系被当作是一种主一客式关系,师生双方总想控制对方、同化对方,这必然导致彼此之间和谐关系的沦丧。     

构建和谐的“共生劳动”的平台——课堂教学中师生关系的处理艺术

良好的师生关系对于学生和教师的发展都有重要的意义。由于教学这种特殊劳动的性质,决定了要获得教学的成功,就必须注重和改善师生之间的关系,建立良好的师生关系。坚持以生为本,构建起民主型的共同劳动平台,有助于建立师生共同劳动的良好人际关系,充分地发挥主体的积极性,最大限度地实现师生共同劳动的教学效率。