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961.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 下载免费PDF全文
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
962.
963.
传统的听评课存在听课无合作、评课无依据、听评课无研究的症状,体现了专业性的丧失。课堂观察LICC范式从当前作为一种课堂研究的听评课存在的问题出发,坚持科学实用主义,通过对课堂的解构,倡导教师组建不同的合作体,采用类似科学观察的方法,研究课堂教学的有效性问题。该范式在丰富课堂知识、改善学生课堂学习、促进教师专业发展的同时,在可靠性方面还存在一定问题。 相似文献
964.
当代大学生体育兴趣的研究 总被引:1,自引:1,他引:1
研究旨在系统了解当代大学生体育兴趣现状并发现存在的主要问题,为进一步深化学校体育改革提供依据.研究表明,有82%的大学生对体育活动抱有兴趣,健身、调节心理与娱乐是大学生参加体育活动的主要价值取向;场地器材短缺、体育课不能使学生获得良好的心理生理体验,是影响学生体育兴趣的主要因素.建议增加学校场地、器材设施的建设,改革体育教学,加强学生课外体育活动组织建设,培养和激发学生的体育兴趣. 相似文献
965.
当前高校班级管理路径及人员配置的探究 总被引:1,自引:0,他引:1
如何高效地进行管理班级,各高校都在积极探索适应自身的管理路径和人员配置,文章以年级、专业、新媒体为导向构建三条班级管理路径,以主要涉及的管理人群为主体进行不同的组合与配置,并分析各种情形的优与劣,以便更好地管理班级,发挥班级在学生成长、专业建设、校园氛围营造中的积极作用。 相似文献
966.
Social work introductory textbooks reflect myriad practical interests, pedagogical concerns, and theoretical considerations. However, they also present students with accepted views, dominant perspectives, and main discourses of knowledge. In light of this centrality, the present article examines the representation of the concept of “social class” in introductory textbooks as a way to look at the construction of the concept in social work education. Based on the content analysis study of 50 introductory textbooks, the article suggests that social work education has overlooked or even denied the relevance of social class. Class differences, as part of other categories of power such as race, ethnicity, and gender are crucial factors in explaining diversity and inequality. As social justice is one of the main premises of social work, the question of how to prepare students to deal with class issues as future practitioners seems to be very important, especially in light of increasing social class gaps. 相似文献
967.
郭冬梅 《泰州职业技术学院学报》2013,(4):1-4
主题班会作为高职院校大学生日常思想政治教育的重要渠道和班集体建设与素质能力培养的重要载体,越来越凸显出它的重要性。文章阐述了主题班会的内涵和意义,探讨了如何针对高职学生的特点和在校成长发展不同阶段的目标任务和存在问题,构建科学的主题班会内容体系,增强主题班会的育人功能。 相似文献
968.
969.
邱枫 《宁波大学学报(教育科学版)》2016,(6):110-113
在外国建筑史理论类课程教学过程中,“讲-听”教学模式犹如一道看不见的第四堵墙,时常阻碍着学习主体的主动思维和创造热情。近三年来针对这个普遍存在的问题,笔者所在学校尝试建立“动态交互式”课堂教学模式,文章主要从教学总体方案、具体实施过程、学习状态的调动、带来的变化、思考与展望等几个方面,对这一课堂教学改革做了实录与思考。 相似文献
970.
With rapid socio-economic changes, twenty-first century higher education is facing major challenges to its governance systems,
curriculum, mission focus, external relations, research, and financing. A theoretical framework to analyze these post-massification
challenges is suggested, with a focus on the Asia-Pacific region as well as global issues. Five main topic areas provide the
basis for the theoretical framework: massification, privatization, accountability and governance, internationalization, and
ranking and world-class universities. Some discussion of the possible effects of the financial crisis that commenced in 2008
is provided. 相似文献