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王凤枝马艳 《中国教育技术装备》2016,(8):151-153
医患沟通是新时期医学生必须掌握的一项重要技能,临床实习是培养医学生医患沟通能力的重要阶段,与临床专业医学生将来能否成为一名合格的医务工作者关系密切。探讨在临床实习带教中培养医学生医患沟通能力的必要性,同时从带教教师和医学生两方面探讨培养医学生医患沟通能力的途径和方法。 相似文献
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由医患沟通欠缺引起的医患纠纷越来越多,在临床医学教学中,加强对医学生医患沟通能力的培养显示出了重要意义。通过分析当前医患纠纷不断增加的原因、医患关系的特殊性及我国医患沟通教育的现状,提出对医学生进行医患沟通能力培养的几种方法。 相似文献
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医患关系是医疗人际关系中最主要的一种关系。目前医患关系紧张,医生具备良好的沟通能力显得尤为重要。而我国的医学教育长期只注重对医学知识的教育,忽视沟通能力的培养,使医学生医患沟通能力严重欠缺,由此而导致的医患纠纷也时有发生。因此,医学院校加强对医学生医患沟通技能的培养刻不容缓。 相似文献
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陈敏 《当代教育理论与实践》2013,(8):23-25
当前紧张的医患关系、现代医学的发展以及社会对医学人才的需求,要求医学生应具有良好的医患沟通能力。通过加强医医学生的职业道德教育,在教学过程中融入医患沟通技巧的学习,加强医学生实训期间沟通能力的培养,改革实习评价体系,加强医学生基本技能操作,开展各种语言交流技巧的学习培训,丰富医学生的第二课堂,拓展学生的知识面及实践经验,可提高医学生的医患沟通能力,促进医患关系和谐。 相似文献
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通过分析医患关系和临床实习生医患沟通能力的现状,针对医学生在临床诊疗工作中医患沟通能力的不足,结合自身体会提出临床实习生医患沟通能力培养的一些举措. 相似文献
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Overestimations of null contingencies between a cue, C, and an outcome, O, are widely reported effects that can arise for multiple reasons. For instance, a high probability of the cue, P(C), and a high probability of the outcome, P(O), are conditions that promote such overestimations. In two experiments, participants were asked to judge the contingency between a cue and an outcome. Both P(C) and P(O) were given extreme values (high and low) in a factorial design, while maintaining the contingency between the two events at zero. While we were able to observe main effects of the probability of each event, our experiments showed that the cue- and outcome-density biases interacted such that a high probability of the two stimuli enhanced the overestimation beyond the effects observed when only one of the two events was frequent. This evidence can be used to better understand certain societal issues, such as belief in pseudoscience, that can be the result of overestimations of null contingencies in high-P(C) or high-P(O) situations. 相似文献
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Vincent R. McGrath 《The Educational forum》2013,77(3):282-285
This article examines the evidence that supports and rebuts the claims of school resegregation. By examining both types of evidence and considering them complementary (James 1986; Kelly and Miller 1989), the author gives the reader a deeper understanding of the current trends in school segregation. First, the literature on the topic of school segregation is discussed. Then follows a discussion of the methods used in the study and the findings. The conclusion includes implications of the findings. 相似文献
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Raymond Poignant 《Prospects》1972,2(4):392-409
In 1965, Raymond Poignant published in Paris, on the initiative of the European Institute of University Studies, a work entitledEnseignement dans les Pays du Marché Commun. This work, which was subsequently translated and published in English and German has become a classic of its kind. The initial idea was to compare the structures and relative degrees of development of the educational systems in the European Economic Community (EEC) countries, the United States of America, the United Kingdom and the U.S.S.R., in order to see how school and university systems in the EEC countries were adapting to the most pressing human, social, democratic and economic requirements of the modern world. This idea originated in the apprehension that, because of the strength of their long educational traditions, the EEC countries might find it more difficult than others to make the necessary adjustments. The conclusions of this initial work in many respects confirmed this apprehension and contributed, at the time, to the development taking place in European educational systems.Under an agreement between IIEP and the European Cultural Foundation, Raymond Poignant is to publish a new work entitledL'Enseignement dans les Pays Industrialisés (Education in the Industrialized Countries), which to some extent carries on from the first but is motivated by other preoccupations.In this second work, which is set in the general context of the studies undertaken by the European Cultural Foundation on European education in the year 2000, the point is not so much to emphasize the quantitative and qualitative differences still encountered in the educational systems of the eleven countries under consideration—Japan and Sweden having been added to the original sample—as to show up some of the most characteristic trends common to their development during the last two decades or the trends of development in the most advanced countries, trends which, by the year 2000, a date so distant and yet so close at hand, may or should develop more rapidly or indeed become general.The author takes the changes noted since 1950 in the eleven countries considered, which he sees as being of some indicative value for the future, and outlines, in conclusion, the directions in which he feels they should continue in the three decades between now and the year 2000. He points out the forces of resistance of every kind which, in the short term, slow down the transformation of educational structures in the various European countries. He also emphasizes the decisive influence which the trend towards a levelling-out in the attitudes of different social groups towards secondary and higher education is likely to have on the dynamics of the development of European educational systems, of which he describes both the uncertainties and the most likely prospects.The European Cultural Foundation and the Nijhoff Publishing House have kindly given their permission for publication in the reviewProspects of a long extract from the conclusions of this work, which concerns future changes in the structure of European educational systems.Maître des requêtesin the Conseil d'État. Rapporteur of the Commission for Educational Planning for the Third and then the Fourth Plan in France (1957–61; 1962–65). Main publications: Education and Development in Western Europe, the United States and the U.S.S.R. (1969); Les Plans de Développement et la Planification Économique et Sociale (1967); Educational planning in the U.S.S.R. (co-author; 1968). 相似文献
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Glenda A. Hudson 《Children‘s Literature in Education》2006,37(4):313-324
This article considers J.M. Barrie’s satirical treatment of the Platonic doctrine of reminiscence in Peter Pan, and how Barrie’s work both honors and undercuts it. It will first analyze the Platonic notion of the doctrine of reminiscence in Wordsworth’s “Ode: Intimations of Immortality from Recollections of Early Childhood” (1807). It will then show its influence on Victorian literature in the depiction of the exalted perception and moral purity of children, and how Barrie satirizes these ideals by underscoring the ignorance and savage qualities of the children in Peter Pan. The essay will also explore the portrayal of the Eden of childhood in Wordsworth’s poem (as influenced by Plato), and how Barrie subverts this utopia by presenting a dystopic world where Darwinian principles rule. Like Darwin, Barrie argues for a natural rather than a divine origin of species and demonstrates the struggle for existence in a profoundly disturbing way. Finally, the essay will contemplate the subject of immortality and how, far from being an idealized condition as in Wordsworth’s poetry, it is a far more ambivalent state in Peter Pan.
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| Glenda A. HudsonEmail: |
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Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however,
may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive
correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has
been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked
participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions
of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded
choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications
for the study of metacognition and for the educational domain are discussed.
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| Ravit NussinsonEmail: |
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谈《水浒传》的题材与主题 总被引：1，自引：0，他引：1
《水浒传》以古代农民起义为题材，但反映的却是封建社会忠奸斗争的主题。原因是《水浒传》没有写出封建社会地主阶级最本质的特征-对农民残酷的经济剥削；作者是市井中人，不熟悉农村，农民生活；水浒故事在长期流传中被市民化了，书中的主要人物不代表农民阶级的利益，梁山起义队伍的军事活动不具备农民革命战争的性质。 相似文献
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This quasi‐experimental study investigated the effects on 558 grades five and six students of three different teaching conditions: the classical model of conceptual change (for which cognitive conflict is considered as a precondition to the transformation of knowledge), the prevalence model of conceptual change (in which different conceptions can coexist, with one of them surpassing the others), and repetition of traditional teaching (that avoids cognitive conflicts and concentrates on the automatization of appropriate thought processes). These conditions were reduced to sequencing considerations, as classical model participants were first subjected to a possible cognitive conflict induced by a video, followed by another video about the targeted conceptions; prevalence model participants were subjected to the same videos but in the opposite chronological order; and repetition condition participants watched the “traditional teaching” video twice. Differences in accuracy and response times between our computerized and validated “sink/float” pretest and retest were analyzed. Results and interpretations confirm that cognitive conflicts are useful in teaching sequences that aim at producing conceptual changes. However, the major findings of this research suggest that such conflicts should not necessarily be triggered at the very beginning of teaching sequences, and therefore that the prevalence model might possibly be the preferable one to promote conceptual changes in real‐life school science teaching settings. Recommendations for teaching and research are formulated. Presented results, although statistically significant, sometimes show weak effects sizes, and therefore call for further research efforts. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 1082–1108, 2015. Cette recherche étudie l'effet de trois conditions expérimentales sur des élèves de 5e et 6e années du primaire: le modèle classique du changement conceptuel (selon lequel le conflit cognitif est considéré comme préalable à une transformation des connaissances), le modèle de prévalence conceptuelle (selon lequel différentes conceptions peuvent coexister, avec l'une d'elle qui prévaut sur les autres) et la répétition simple de l'enseignement (qui néglige de produire des conflits cognitifs et se concentre sur l'automatisation des procédés et informations qui mènent aux bonnes réponses). Ces conditions ont été réduites à des considérations de séquençage. Ainsi, les sujets de la condition classique ont d'abord été exposés à des informations présentées par vidéo et susceptible de produire un conflit cognitif, suivi par une autre vidéo présentant les conceptions scientifiques désirées; les sujets de la condition prévalence ont écouté les deux mêmes vidéos mais dans l'ordre inverse; et les sujets de la condition répétition ont vu deux fois la vidéo des conceptions scientifiques. Une analyse comparative des gains d'exactitude et de temps de réaction lors d'une tâche portant sur la flottabilité des corps a été effectuée. Les résultats et l'interprétation tendent à confirmer que les conflits cognitifs sont nécessaires aux changements conceptuels. Cependant, les résultats suggèrent également que les conflits n'ont pas nécessairement avantage à être provoqués en début de séquence et conséquemment que le modèle de prévalence serait possiblement celui qui aurait avantage à être utilisé en classe de science. Des recommandations pédagogiques sont formulées. Malgré des résultats clairement significatifs, les faibles magnitudes d'effets obtenues pour certaines mesures appellent à la prudence et à la poursuite des travaux. 相似文献
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David Layton 《History of education》2013,42(1):25-39
She (Lady Darling) was rarely not pregnant. (She gave birth to a son in October 1826)... to another son in 1827 (who died in 1828), a daughter in 1829, she miscarried in 1830, and was heavily pregnant when she left the colony in 1831. Often indisposed, for nearly a year she was hardly able to leave her couch. 2 相似文献
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李庆勇 《新乡师范高等专科学校学报》2010,24(1)
建文帝即位后施行削藩政策,激起朱棣发动靖难之役,最终以失败退出历史舞台。究其原因,大致可以归结为建文帝的八个不足:性格的宽厚仁慈,过重的文人气息,竞争对手的强大,能臣悍将的匮乏,用人方针的不当,削藩策略的失误,征讨方式的缺陷,宦官的不利影响。 相似文献