顺应电大生学习心理改革邓小平理论教学

本文在分析成人电大生学习心理的基础上,依据"吸引教育"理念,提出了邓小平理论课教学的改革思路:更新教学观念,明确学习的有用性;整新教学内容,发现学习的新异性;创新教学方式,领略学习的多样性;革新教学检测,体验学习的成功性;刷新教学关系,感悟学习的亲和性.     

Fostering Cognitive Development Through the Context of Mathematics: Results of the CAME Project

The CAME¹ project was inaugurated in 1993 as an intervention delivered in the context of mathematics with the intention of accelerating the cognitive development of students in the first two years of secondary education. This paper reports substantial post-test and long-term National examination effects of the intervention, yet, by discussing the methodology used, questions the assumptions implicit in the original intention. It is now suggested that a better view is to regard CAME as a constructive criticism of normal instructional teaching, with implications for the role of mathematics teachers and university staff in future professional development.     

The importance of social learning environment factors for affective well-being among students

We investigated whether perceived inclusion and exclusion with peers at school, as well as self-reported bullying exposure, affected positive and negative affect among 1161 students from grades five through seven. Positive affect was significantly, but only weakly, affected by perceived exclusion and inclusion. Negative affect was not related to perceived inclusion; however, both perceived exclusion and self-reported bullying exposure gave effects on negative affect. Our research points to the need of creating a learning environment that promotes inclusion and caring and supportive interpersonal relationships. This will probably increase student functioning.     

Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment

In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies.     

浅谈在歌唱与发声训练中对学生心理意识的培养

歌唱与发声的生理动作受心理意识支配和控制，运用声乐心理教学法来指导学生进行演唱实践，培养学生通过思维、分析、综合，使自己逐步形成正确的心理意识，指导歌唱发声机体灵活准确地运动。同时克服盲目被动学习行为，从而达到提高声乐教学的效果。     

笔迹分析在人才素质测评领域的研究述评

笔迹分析是以笔迹学、笔迹心理学为基础的新兴学科。过去研究表明，笔迹与个体人格特征有一定的联系，其科学性得到了普遍的肯定。所以笔迹分析已经进入很多人才素质测评领域，成为了常规测评人才素质的手段。但是笔迹分析的信度、效度问题一直是学术界争议的话题。研究者应从科学的角度出发，发展和完善笔迹心理学，让笔迹分析有更坚实的理论基础。从而为人才素质测评提供有利的手段和依据。     

"人化"教育--道德教育价值取向的必然选择

“人化”教育的主旨在于实现教育中人性的复归,使教育真正成为关注人、理解人、尊重人、发展人、享用人的活动。人本主人心理学和严重异化的道德教育的历史与现状为“人化”教育提供了理论上的参照和实践的启示。实施“人化”道德教育必须充分肯定学生的主体性,从根本上改变德育的“转化”观念;摒弃以培养英才为目标的德育模式;塑造平民化的自由人格;重新审视“德-得”关系,建立新的义利观。     

价值视野下的实践正负效应

在价值与实践的辩证关系中，实践是价值的基础，价值是实践的灵魂，价值因素的作用贯穿于实践的各要素、各环节中，实践的结果存在着正负双重价值效应，双重效应之间是对立统一的，实践负效应有其存在的原因和不同的表现类型，在不同的历史阶段各有其不同特点，只有对实践进行自觉的价值反省，价值批判，才能控制各种危机。     

英语歧义及其积极语用效果

英语歧义是英语语言的一个主要特征,是英语语言本身一种内在的现象。如果巧妙地运用英语歧义,可以起到积极的语用效果。