高校青年教师心理健康教育初探

调查显示大学青年教师心理健康状况堪忧,造成这一现象的原因主要来源于主观和客观两个方面,我们应该从国家、社会、家庭和个人四个方面帮助青年教师解决心理健康问题。     

高校青年教师教育素养探析

教育素养是教师素养的重要组成部分,文章从高校青年教师教育素养的缺失入手,分析了提高高校青年教师教育素养的三个层面：树立教育理念、提升教育智慧、催生教育情意,并提出提高高校青年教师教育素养的策略,以期更好的提高高校教学质量。     

An empirical study on teaching urban young children music and English by contrastive elements of music and songs

The purpose of the study is to teach urban young children music concepts and English by composing creative music and songs with contrast elements. The subjects were seven urban young children aged from three to four in a Taiwan kindergarten. The duration was twenty-four weeks, with two sessions per week. The teaching contents included Hello Song, Musical Movement, Music Appreciation and Goodbye Song. The study applied the thematic music elements to the teaching content. The main methodology was a qualitative study and quantitative data used to receive objective support. Assessment included a pre-test at the beginning, a post-test and participation observation at the end of the study. The head of the kindergarten, the classroom teacher and a parent completed activity feedback forms to obtain social validity. The results show that through the use of creative music pieces of contrast and song activities, urban young children＇s understanding of music concepts was progressive and English ability was improved. The study findings are： （1） Using contrastive music pieces is a good method for teaching very young urban children to understand music concepts; （2） Creating simple target objective songs with contrast elements is a good way for urban young children to learn simple English; （3） Music with contrastive elements could motivate urban young children to do movement spontaneously and learn the spoken language simultaneously; and （4） Contrastive music could be used for pre-classical music learning.     

社会工作理论对青少年网络成瘾问题的启示

互联网的虚拟世界给青少年造成的身心伤害,范围之广,危害之大,救助之难,已成为当今中国青少年教育之最。它给家庭、学校和社会都带来了许多危害,并且日趋明显、严重。青少年网瘾问题是由多方面原因造成的,因此,单纯依靠药物、心理治疗和教育的方式,难以根本解决问题。作为一种专业化的综合性服务活动,社会工作通过个案辅导、团体治疗、社区参与等方法,强调治疗性服务和发展性服务并重,其对于青少年网络成瘾问题的介入将会占据越来越重要的地位。     

Evaluation of a surfing programme designed to increase personal well-being and connectedness to the natural environment among ‘at risk’ young people

Outdoor activities can be an important complement to classroom learning, especially for children/young people excluded, or at risk of exclusion, from mainstream schooling. The current research explored the impact of a 12-week surfing programme among such a group in the UK. Pre-post data on physiological health (heart rate (HR)/blood pressure), self-reported well-being (life and domain satisfaction), connectedness (e.g. to nature, school), environmental awareness (e.g. role of sand dunes) and teacher evaluations (e.g. behaviour) were collected. Results found significant drops in HR (suggesting improved fitness), increased satisfaction with appearance, more positive attitudes towards school and friendships, greater environmental awareness and more positive teacher evaluations, post-intervention. A lack of findings in other domains suggests these results were not due to participants simply conforming to demand characteristics. Overall, the results suggest that surfing interventions could have important benefits for vulnerable young people who struggle with mainstream schooling. The need for future research using control groups and longer term follow-up is discussed.     

Motives,barriers, and ways of communicating in mother-daughter sexuality communication: a qualitative study of college women in Tanzania

In Tanzania, young women aged 15–24 are at high risk for HIV and nearly half (45%) of women experience pregnancy or childbirth before age 19. The HIV epidemic has motivated many parents to overcome cultural taboos and talk with their children about sexuality, but few studies in Tanzania have examined how young adults perceive these discussions. In-depth interviews with 31 Tanzanian college women (ages 18–25) reveal how they make sense of sexuality messages from mothers that are sometimes vague, admonishing and fear-based. Participants identified how mothers focused on the health, educational and social consequences of premarital sex and emphasised the avoidance of men as a strategy to maintain virginity. Mothers avoided providing specific information about safer-sex practices, or strategies to negotiate romantic relationships, sexual pressures or sexual desires. Findings offer insight into how relational and cultural contexts influence mothers’ sexual socialisation and can inform education and intervention approaches that consider the changing cultural landscape. Future qualitative research with mothers is recommended to develop programmes that are more responsive to mothers’ and daughters’ needs.     

Outdoor play as a mean to achieve educational goals - a case study in a Portuguese day-care group

This study aims to explore the pedagogical potential of outdoor play situations, considering the educational goals established in the Portuguese Pedagogical Guidelines for 0–3-year-old children (ongoing work), namely development of a sense of security and positive self-esteem; development of curiosity and exploratory impetus; and development of social and communication skills. Following a qualitative methodology, during a period of 9 months, the outdoor play experiences of 14 children from a day-care centre were observed and monitored and the professionals were interviewed. The data shows that outdoor experiences can contribute to the achievement of the educational goals, enlarging opportunities for creative play, problem solving, experimentation, inquiry, dialogues and collaboration. The achievement of the educational goals is facilitated through supportive and positive relationships with adults and peers, provision for proper equipment, and contact with nature. This study offers a deep insight into how educational policies can be put into practice in the outdoor area.     

What Did It Take to Scale Up and Sustain Udaan,a School-Based Adolescent Education Program in Jharkhand,India?

Since 2006, Udaan—a school-based adolescent education program in Jharkhand, India—was the only at-scale state-run program in the country. To determine factors that contributed to Udaan's scale-up and longevity, this study drew information from programmatic reports and interviews with the Centre for Catalyzing Change staff. Key factors for Udaan's success included an enabling policy environment, a willing government that supported and operationalized the program, a knowledgeable and committed NGO partner, sustained funding, and a commitment to constant improvement through evaluation. Udaan provides an example of a well-designed, implemented, and evaluated school-based adolescent health program that has been operating at scale over a sustained period. Other programs in India and elsewhere can benefit from learning from Udaan's experience.     

Role of Self-Identity and Self-Determination in English Learning among High School Students

A considerable amount of research has investigated the separate roles of motivation and identity in language learning. This study aimed to examine these two important constructs jointly by exploring the relationship between motivation, identity processing styles, and English learning among high school students. The hypotheses were empirically tested using questionnaire data collected from 187 Macau high school students. Correlation analysis found that only self-determined motivation was significantly positively related to academic performance in English and that none of the five identity processing styles was relevant. Further hierarchical regression analysis revealed that after controlling for age and gender, identification with commitment and ruminative exploration both negatively predicted English performance. Significant interaction effects were found between exploration in depth and self-determination and between ruminative exploration and self-determined motivation. However, ruminative exploration was the only significant predictor of academic performance when the students had low levels of self-determined motivation.     

Vygotsky,Hasan and Halliday: Towards Conceptual Complementarity

Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky.