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Roselyne Simon Saint‐Hubert 《欧洲师范教育杂志》1985,8(2):179-186
The article examines strategies for the training of Primary teachers in Belgium, a level of training which was increased from two to three years duration in 1983. An action research at the EN de l'Etat at Andenne has focused on the conceptual model (following a structure of analysis proposed by Antoine Leon). This model, and the typology of teaching/learning situations which it embodies, permits the student to establish theoretical terms of reference at the outset of training, and to acquire educational insights which relate meaningfully to the goals of teaching. The approach adopted makes certain demands upon the students; for example, they need to take stock, objectively, of their own experiences of learning and must be prepared to question their own assumptions. An important factor in the research has been the use of micro‐teaching, with CCTV, and it is necessary that the students be given an early opportunity to try out their learning from the studio setting in a ‘real’ environment. Overall, however, the experiment, which has been conducted in liaison with the Free University of Brussels, is a promising avenue for achieving the integration of theory with practice. 相似文献
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Susan Saint Sing 《Quest (Human Kinetics)》2013,65(4):306-314
Relying primarily on the writings of the French philosopher M. Merleau-Ponty and Swiss psychiatrist Carl Jung, this paper addresses a unique issue of performance change and presents the following theory regarding something I call “breakthrough kinesis.” Breakthrough kinesis occurs when a performance barrier, usually of mythic proportions, is overcome. A breakthrough occurs when one athlete accomplishes the heroic act and other athletes are somehow enabled and rush through the previously impenetrable gates. Further, this paper explores a collective body wisdom, inherited from all human movement and transmitted in the collective unconscious as described by Jung, which represents a collective kinetic intelligence greater than the single self-embodiment knowledge of any individual. This kinesthetic intelligence contributes to breakthrough kinesis. 相似文献
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This study uses the minority stress model to examine the relationship between sexual and gender diverse youth's (SGDY's) emotional and peer problem outcomes with their school setting (i.e., attending school in an urban or nonurban setting) and consent type (i.e., parental/guardian or waived consent). The study also explores how social support can alter these relationships as a protective factor. The instruments used to collect data were self-report and included the Child and Adolescent Social Support Scale and the Strengths and Difficulties Questionnaire. Results indicated that more youth in nonurban settings experienced emotional and peer problems compared to those in urban settings, and youth who opted for waived consent endorsed fewer emotional and peer problems compared to youth who opted for parental/guardian consent. When controlling for social support, the consent procedure and school setting variables lost significance. Implications for school psychologists are reviewed. 相似文献
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The study monitored the eye movements of twenty 5‐year‐old children while reading an alphabet book to examine the manner in which the letters, words, and pictures were fixated and the relation of attention to print to alphabetic knowledge. Children attended little to the print, took longer to first fixate print than illustrations, and labeled fewer letters than when presented with letters in isolation. After controlling for receptive vocabulary, regressions revealed that children knowing more letters were quicker to look at the featured letter on a page and spent more time looking at the featured letter, the word, and its first letter. Thus, alphabet books along with letter knowledge may facilitate entrance into the partial alphabetic stage of word recognition. 相似文献
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