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采用压力应对人格形容词量表、症状自评量表（SCL-90）等工具,对731名大学生的身心症状进行测试,结果表明：大学生压力应对人格与个人身心症状呈显著负相关,作为压力应对人格核心因素的＂情绪控制＂与＂交往与沟通＂对大学生身心症状有重大影响。 相似文献
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李宝珍 《苏州教育学院学报》2012,29(2):97-99
与学生个别谈话是大学生管理工作、辅导员工作的重要内容。辅导员与大学生个别谈话,要做好＂知己知彼＂的准备,善于把握谈话的时机,明确谈话沟通的内容,采取恰当的方式。 相似文献
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根据我院人才培养体系,结合＂80后＂大学生的心理特点,本文作者从教学入手,通过实验、观察、调查、对比、谈话等手段,调动学生学习的积极性,培养学生团结协作、与人沟通的能力,以便从容应对就业教学压力。 相似文献
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高校思想政治教育工作者在大学生心理危机应对工作中具有独特的优势。在及时了解教育对象心理需求的基础上与教育对象进行有效沟通并形成良性互动是思想政治工作者有效参与心理危机工作的前提;建立深度辅导日常工作机制、完善＂沟通对话＂机制、建立及时有效的监控机制以及利用＂他助-自助＂机制等是思想政治工作者有效发现大学生心理危机的重要工作机制。 相似文献
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吴佳丽 《吉林广播电视大学学报》2011,(5):19-21
军训,可谓之大学新生的＂第一课＂。90后大学生在军训中的行为表现值得关注。文章以个案分析的方法从政治社会化的视角探析90后大学生的军训行为。指出90后大学生在军训中表现出的集体荣誉感强、思考独立性强、自我认同度高、渴望尊重和沟通等特征。在这些行为特征的背后,蕴含着军训对90后大学生的政治社会化,包括国家意识的构建强化、政治价值观的塑造、权威和榜样的价值构建和示范等。 相似文献
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＂80后＂大学生与＂90后＂大学生一样,都是身在改革开放之后,我国经济迅速发展,社会稳定繁荣的大好时期,因此,他们在诸多方面都存在着共性,如个性张扬,思想开放,价值选择多样化等等。所不同的是,由于＂90后＂受到现代化的影响更大,他们在思想观念、价值取向、人生态度上都表现出与＂80后＂大学生所不同的特点。对＂80后＂大学生与＂90后＂大学生在道德方面进行比较,对我们日后的研究有借鉴作用。 相似文献
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关于社会需要什么样大学生的调查分析 总被引：1，自引：0，他引：1
针对当前大学生毕业生就业形势严峻、大学就业观和就业能力出现偏颇的现状,组织开展了关于＂社会需要什么样大学生＂的调查,结合用人单位对人才素质的现实需求,有重点地对当前大学生职业素养、思想素养和沟通能力等方面进行了分析,并对高校人才培养提出了积极的建议。 相似文献
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徐昕彤 《中国科教创新导刊》2010,(14):143-143
＂90后＂大学生已成为高校大学生的主体。高校德育工作者应从正确认识＂90后＂思想状况入手,针对思想方面存在的问题,积极探索＂90后＂大学生德育工作方法。本文在归纳＂90后＂大学生思想状况及存在问题的基础上,结合工作实际,在明确教育内容、开展教育活动、巩固教育阵地、完善教育机制等方面对＂90后＂大学生德育教育进行了探究。 相似文献
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In this paper, we explore how ‘teaching communication’ in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a ‘blame game’ which either blames students’ achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students’ backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers’ and students’ talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of ‘teaching communication’ typical for different school cultures: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’. The school culture with the ‘dialogic’ variant is characterized by trust and reciprocity, making students’ experiencing meaning a possibility. 相似文献
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张维微 《黑龙江教育学院学报》2010,29(9):112-113
90后大学生自信独立,易于接受新事物。同时,他们个性张扬,叛逆意识强。"肥皂水理论"启示我们,在90后大学生的教育管理中,应该注重柔性管理,注意情感沟通。在沟通、共鸣的基础上,把握时机,对其进行教育和引导。 相似文献
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Development and validation of a questionnaire for teacher effective communication in Qur’an learning
Yusuf Hanafi Nurul Murtadho Abd Rauf Hassan M. Alifudin Ikhsan Tsania Nur Diyana 《British Journal of Religious Education》2020,42(4):424-434
ABSTRACT A student’s perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students’ perception of learning to read the Qur’an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants – 201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was ‘understanding and friendliness’ (UF), while the dimension of ‘learning media’ (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students’ perception of teacher effective communication in Qur’an learning. 相似文献
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Mark Holton 《Journal of Further & Higher Education》2018,42(4):556-569
Since the introduction of the post-1992 university, various, and ongoing, higher education (HE) policy reforms have fuelled academic, political, media and anecdotal discussions of the trajectories of UK university students. An outcome of this has been the dualistic classification of students as being from either ‘traditional’ or ‘non-traditional’ backgrounds. An extensive corpus of literature has sought to critically discuss how students experience their transition into university, questioning specifically the notion that all students follow a linear transition through university. Moreover, there is far more complexity involved in the student experience than can be derived from just employing these monolithic terms. This research proposes incorporating students’ residential circumstances into these debates to encourage more critical discussions of this complex demographic. Drawing upon the experiences of a sample of students from a UK ‘post-1992’ university this research will develop a profile for each accommodation type to highlight the key characteristics of the ‘type’ of student most likely to belong to each group. In doing so this establishes a more detailed understanding of how a ‘student’ habitus might affect the mechanisms which are put in place to assist students in their transitions into and through university. 相似文献
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陈佳佳 《安庆师范学院学报(社会科学版)》2019,38(1):125-128
随着手机终端原住民95后成为高校大学生主要群体,作为互联网原住民的90后辅导员进入高校,成为思想政治辅导员群体中的新生力量。在角色视域下,90后辅导员的角色呈现为思想政治教育培养者、日常管理引导者、生活学习协作者、专业事务工作者。90后辅导员思想政治工作的创新,应坚持问题导向,回归初心与使命,加强核心能力,强化协商对话,提升媒介素养,抓好平台建设,树立90后辅导员"大学教师""学生导师"的良好职业形象。 相似文献
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师生交往是教师与学生之间进行的一种育人活动.诺丁斯关心理论强调关心学生,与学生建立关心关系,这是师生交往的内在需要.当前师生交往中关心严重缺失,学校对关心关系的认可度低,教师对关心关系存在误读,学生对教师的关心反馈不积极.因此,应该关心教师需要,营造关心的氛围,加强理论学习,树立关心的交往观,组织学生参与关心实践,建构关心型师生交往. 相似文献
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Andrew Morrison 《British Journal of Sociology of Education》2014,35(4):487-505
This article details the findings of a study into lecturers’ perceptions of undergraduate employability. The investigation employed interviews with the staff on a BA (Hons) in Education Studies course at a post-1992 university. The aim was to examine staff beliefs regarding their students’ potential employability in the business and finance sectors. The staff believed the degree offered students the opportunity to develop ‘transferable’ skills that could potentially make them employable in business and finance, thus helping the students develop ‘absolute’ employability. However, some interviewees also believed the students may encounter class-based disadvantages in the labour market with the result that aspects of the students’ ‘relative’ employability were beyond their capacity to intervene. In light of growing policy pressure upon higher education professionals to ‘deliver’ increasingly employability-driven curricula, it is concluded that further research is needed into staff perceptions of their roles and capacities within this area. 相似文献
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Kapil Dev Regmi 《International Journal of Lifelong Education》2013,32(5):551-568
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have proposed that ‘providing quality education and lifelong learning’ is an overarching post-2015 education agenda. It is an important breakthrough since ‘lifelong learning’ has been recommended; however, it is not clear what understanding(s) of lifelong learning has been articulated in those documents. How have those recommendations addressed the issues and challenges of the LDCs? In this paper, I review literature on lifelong learning and analyse major documents related to the post-2015 education agenda, especially the one prepared by UN High Level Panel. I conclude that unless the LDCs are given a leadership role for setting their goals—according to their contextual realities—the post-2015 millennium initiatives, such as ‘lifelong learning’ as a new educational agenda, will make no sense. 相似文献
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郭秀丽 《宁波职业技术学院学报》2012,(4):48-50
社会转型时期,"90后"大学生的价值观出现了许多新特点。基于对这些特点及其成因的分析,从重视社会主义核心价值体系教育,构建和谐校园,注重家庭教育和自我教育等方面提出加强"90后"大学生价值观教育的对策。 相似文献