体育教学中归因理论的应用

归因是指个体对他人或自己的行为结果与原因之间逻辑关系的认知过程，对行为结果的归因影响着人的情绪、动机以及对活动的坚持性。体育教学是“教”与“学”的双边活动，学生与教师都是影响学生归因方式的因素，学生对其学习结果所作的归因影响着他们学习的情绪及成就动机。体育教师如果能引导学生对体育学习的结果进行正确的归因，有助于激发学生学习的动机或兴趣，从而增强他们练习的积极性，提高教学效果。     

信息环境下西部地区大学生英语学习现状及其原因分析——以四川外语学院为例

信息技术影响到外语教与学的方方面面。对学生进行调查后发现,近半数学生喜欢通过网络和手机等电子工具学习英语;有1／3左右的学生喜欢通过虚拟学习环境学习英语;只有很少一部分学生喜欢去自主学习中心学习英语。从学生视角对造成上述现象原因进行分析有助于帮助学生提高学习能力。     

What successful black South African students consider as factors of their success

Black South African students have a poor success rate in school leaving mathematics examinations. Attempts have been made to shift teachers' practices from teacher-centredness to learner-centredness, in Black schools, in order to improve the situation. So far, the attempts failed to yield the desired results. This paper reports on the findings of a study that aimed at learning from students and teachers in Black schools, as to what classroom practices lead to success in school mathematics, in their impoverished context.This revised version was published online in October 2005 with corrections to the Cover Date.     

学习障碍学生归因训练研究综述

归因训练是帮助学习障碍学生增强学习动机,提高学习成绩的有效 干预手段。目前关于学习障碍学生的归因训练多以小学生和初中生为对象, 采用的训练方法为直接法和间接法。研究表明,个体和小组形式的归因训练 优于团体归因训练,实验情境中的归因训练优于课堂情境的效果,将策略教 学与归因训练结合比单独使用归因训练更为有效。提高团体形式和课堂情 境中归因训练的有效性是今后研究的重点。     

谈自我感知理论对教育方法的启迪

自我感知理论是研究激励问题的重要理论之一。从自我感知理论出发,分析学生对自己学习行为进行归因的方式和内在激励与外在激励的辩证关系,进一步提出该理论对教育工作者在教育活动中的启迪。     

浅析发展性学校评价的动力缺失及对策建议

发展性学校评价理念在落实的过程中存在动力缺失的问题,究其原因,主要有：评价主体对发展性学校评价的认识存在偏差、评价反馈环节薄弱、组织缺失和合作文化缺乏以及内部评价与外部评价失衡等,为了有效激发评价动力,需要从以下几点着手：正确认识发展性学校评价、完善评价机制、注重校内合作文化建设、加强内外部评价之间真诚对话等。     

坚持科学发展观推进科技开发工作

首先分析了科技成果转让对高校的重要作用,提出寻找自身特点的转让渠道,并针对具体情况研究和探索了一条特有的陕科大模式。最后,提出大学科技开发工作应树立科学的发展观。     

运用归因训练改善体育院系学生排球学习效能的研究

本研究实验性的将归因训练引入到体院排球教学中,针对学生个性特点、归因水平,运用相关的归因理论,通过恰当、系统的归因训练来调整和优化学生的归因模式,使大学生的成败归因方式发生了积极性的变化:成功归因于内部稳定的因素能力、努力;失败归因于内部可控的因素努力、方法策略。最终,大学生体育学习中存在的学习动机不正确、学习习惯不良、恐惧、信心不足、焦虑、担心、困惑等学习心理障碍得到了缓解。归因训练后大学生体育学习自我效能、学业成绩得到了不同程度的提高。     

The effects of Success for All in the Netherlands on the reading achievement of first-grade students at risk of reading problems

This article reports outcomes of a quasi-experimental evaluation of Success for All (SfA), a comprehensive school reform program that has recently been introduced in the Netherlands. The Response to Intervention framework is used to describe how SfA supports students at different Tiers. The effects of SfA on five reading subskills were investigated for first-grade students at risk of reading problems. 299 students from two different cohorts were involved. Multilevel analyses demonstrated a significant effect of SfA on reading comprehension (ES = +0.26) in the first cohort. For the second cohort and the other reading subskills, mostly small positive effects of SfA were found, though these effects were not statistically significant. Furthermore, the relationship between tutoring intensity and reading achievement was examined. In the second cohort, a significant negative association of tutoring intensity with word and text reading skills was found. Implementation issues that may have impacted the outcomes are discussed.     

Open to suggestions: How organizations elicit suggestions through proactive and reactive attention

This paper analyzes organizations’ attempts to entice external contributors to submit suggestions for future organizational action. While earlier work has elaborated on the advantages of leveraging the knowledge of external contributors, our findings show that organizational attempts to attract such involvement are likely to wither and die. We develop arguments about what increases the likelihood of getting suggestions from externals in the future, namely through (1) proactive attention (submitting internally developed suggestions to externals to stimulate debate) and (2) reactive attention (paying attention to suggestions from externals to signal they are being listened to), particularly when those suggestions are submitted by newcomers. Findings from an analysis of about 24,000 initiatives by organizations to involve external contributors suggest these actions are crucial for receiving suggestions from external contributors. Our results are contingent upon the stage of the initiative because organizations’ actions exert more influence in initiatives that lack a history of prior suggestions. Our work has implications for scholars of open innovation because it highlights the importance of considering failures as well successes: focusing exclusively on initiatives that reach a certain stage can lead to partial or erroneous conclusions about why some organizations engage external contributors while others fail.