利用课堂教学培养学生创新能力

利用课堂教学，从营造民主和谐的教学氛围，师生双方教、学观念的更新以及开放性教学三方面来培养学生的创新能力。     

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.     

"第三世界"高校教师必须加强课堂教学的管理意识

高校扩招后,学生素质下降,“第三世界”高校尤甚。这就出现了课堂教学纪律需要进行管理的问题。本文从实证的角度对此进行了有益的探讨。     

大学英语分级教学改革与实践的调查研究报告

本课题组通过四个学期对实验对象的跟踪调查,收集了大量实验数据,研究和探讨了分级教学改革的得与失,研究我院大学英语教学在中国外语教学的大语境下,如何有效通过教学改革实践提高英语教学质量。有利于促进大学英语教学改革的深入开展。     

理解与教育:班级活动的价值取向

班级活动的根本目的是“真正意义上的人”的发展，这种发展虽然依赖于学生个体知识的掌握、能力的发展和道德品质的提高，但又绝不仅仅是这些，而是超越于这几之上的、且涵括了这些方面的更高层次的发展，即个体人性的全面发展，其内涵甚为广泛，最为重要的应该是个体道德的发展。理解与教育，应该成为当前班级活动的价值取向，管理和灌输已经不能适应当前学生道德发展过程的需要，不能促进道德主体的完整发展。     

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F_4,540 = 7.03; p < 0.001; η_p² = 0.05), well‐being (F_8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; η_p² = 0.24) and lowest ill‐being (F_8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, η_p² = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.     

《孙子兵法》与高校班级管理

《孙子兵法》作为人类思维智慧的宝库,不仅适用于战争,它阐明的某些原则同样适用于高等学校的学生管理。班主任作为高校学生管理的重要实施者,应当从《孙子兵法》中汲取营养,把孙子的智慧在高校学生管理领域发扬光大。     

C语言网络教学系统的设计与实现

通过对C语言网络教学系统的需求分析,提出了该网络教学系统的整体结构及满足学生学习的五个基本模块,详细介绍了网络课堂的具体实现,在线考试模块的设计,在线学习模块的设计思想及实现等,探索了网络技术在C语言教学改革中的应用。     

通信概论课程教学改革初探

为提高学生对《通信概论》课程的学习兴趣，提高课堂教学的效率，锻炼学生主动学习的能动性，培养学生独立查找科技献和资料的能力，结合笔近年来的教学实践经验，提出了《通信概论》课程的教学改革方法。     

Special education and minority ethnic young people in England: continuing issues

ABSTRACT

In countries that have developed special education (SE) provision, whether in segregated settings or ‘included’ in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to learn and ‘behave’, their family backgrounds and communities. Many policy-makers, politicians, schools and teachers ignore or are ignorant of the historical background and social contexts in which these students are expected to learn. The article overviews some of this history and policy responses concerned with SE, low attainment and troublesome school behaviour in England, including recent evidence and current explanations for the placement of the students. A premise here is that research, policy and literature are still separating what is happening in ‘special’ education from other areas of education. This cannot continue, as world-wide moves towards inclusive education have meant that mainstream schools and colleges now incorporate (or still exclude) a range of students regarded as having learning difficulties or disabilities, and all young people are now expected to acquire some kind of qualification or be prepared for independent living.