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1.
引言时下，有关独生子女教育的文章有很多，其中绝大部分文章都有这样一种观点，独生子女往往会被娇坏、惯坏、宠坏。独生子女自私，独生子女难以与人相处……这些小皇帝整天过着饭来张口，衣来伸手的生活。为什么在中日夏令营中，日本的孩子能自己照顾自己，自己动手穿衣做饭，而中国的孩子只能带一些现成的食物，为什么美国的孩能自己想办法扣上后背带扣子的衣服，而中国的孩子却要依靠父母呢？笔者认为：独生子女良好品质或不良品质的形成和发展主要由于父母的教育模式所造成，因此，改变父母的教育观，通过家庭对独生子女做意志品质教育… 相似文献
2.
随着我国计划生育政策的贯彻落实，独生子女所占比例越来越大。在独生子女成长过程中，容易出现“懒惰、自私、任性、骄傲”等问题。如何教育好独生子女，已成为每个家长甚至全社会共同关注和亟待解决的问题。我们从独生子女品德现状及其成因、独生子女品德教育的内容和方法三个方面进行了探讨，从而提出：强调独生子女内在素质的教育；强调在独生子女品德教育中，家庭所起的决定性影响；强调爱国、责任感、文明、勤劳、独立性、勇敢等品德的培养与教育；强调学校教育、社会教育与家庭教育的配合。 相似文献
3.
【问题1】我是一位高级知识分子，也是一位家长。我发现许多独生子女的自主性普遍较差，与他们的年龄不相称。而自主性对人的健康成长与成才是十分重要的。请问应如何改变这个状况？ 相似文献
4.
目的：调查研究某高职院校大专新生的心理卫生状况。方法：采用精神症状自评量表(SCL-90)，对此高职院校843名2003级大专新生进行调查分析。结果：被试中至少有一个SCL-90因子的得分大于或等于3的学生占13．40％；总体上，参加此次调研的高职大专新生心理卫生水平高于全国大学生，低于国内正常人群和四川大学生；女生、贫困生、农村学生、非独生子女、非学生干部学生心理卫生问题较为突出。结论：高职大专新生心理卫生问题不容忽视。 相似文献
5.
为探讨生活分析咨询法对改善大一新生学习适应的有效性,将64名新生匹配为实验组和对照组,实验组被试接受连续6周的干预,对照组被试不做任何处理。然后使用大学生学习适应性量表和学习自主性量表对所有被试进行测试。结果显示:实验组被试在后测和追踪测试的学习适应性、学习自主性总体得分,学习动机、自我调控、教学模式各维度得分上显著或边缘显著高于对照组。因此,生活分析咨询法能够显著改善大一新生学习适应问题,尤其对学习动机、自我调控有明显持久的提升作用。 相似文献
6.
对邢台某高校516名学生进行父母教养方式的问卷调查.结果表明:在父亲的惩罚严厉和拒绝否认维度,男生的得分显著高于女生的得分;在父亲的偏爱被试维度,独生子女的得分显著低于非独生子女的得分;在父亲的拒绝否认维度,独生子女的得分显著高于非独生子女的得分. 相似文献
7.
在我国尤其是城市，独生子女家庭越来越多，独生子女与非独生子女有许多明显的差异，出现了很独特的、迫切需要解决的问题。如何全面正确认识独生子女成长发展特点、怎样教育培养独生子女，已成为教育界以及家庭的一个重要话题。文章在简要分析独生子女特点的基础上提出独生子女教育应该注意的八对关系。 相似文献
8.
独生子女的个性发展与家庭教养方式 总被引：2，自引：0，他引：2
一、独生子女的个性发展特点独生子女的个性发展问题很早就受到了心理学家的重视。早在十九世纪末,美国心理学家博汉农在研究“特殊儿童和例外儿童”时,发现特殊儿童中,独生子女所占的比例非常高。于是他把独生子女作为研究对象进行了进一步探索,并于１８９８年发表了《家庭中的独生子女》一文,指出独生子女心理发展具有特异性,例如：早熟、爱空想、易怒、固执、虚荣心强、利己性强、合作性自主性差等。内特尔·布隆斯基等人也进行了研究,得出了与博汉农大致相同的结论,强调独生子女的特异性,视独生子女为“问题儿童”。１９２８年… 相似文献
9.
当今的中国,"独生子女"已大面积出现。在学校教育环境中,上个世纪七八十年代出生的独生子女,现在当上了老师,而他们的学生是新时代的独生子女,这将会在教学中碰撞出怎样的火花?一、独生子女现象在教育领域的现状独生子女是与我国改革开放同时成长的一代特殊群体,这一客观事实从一开始就被打上了明显的社会印记。独生子女与非独生子女相比,具 相似文献
10.
在当代中、小学生中，独生子女比例极大，而娇生惯养者极多，这无疑给家庭教育和学校教育增加了难度，为此，作为班主任应认清形势，努力寻求教育独生子女工作的途径。笔者通过实践认为，班主任采用“双结合”方法教育独生子女，效果颇佳。 相似文献
11.
Imai M Li L Haryu E Okada H Hirsh-Pasek K Golinkoff RM Shigematsu J 《Child development》2008,79(4):979-1000
When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3‐ and 5‐year‐old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb‐friendly languages (e.g., T. Tardif, 1996 ). The results also suggest that the input language uniquely shapes verb learning such that English‐speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language‐specific linguistic factors interact in lexical development. 相似文献
12.
Cognitive performance and academic achievement of Japanese, Chinese, and American children 总被引：3，自引：0，他引：3
H W Stevenson J W Stigler S Y Lee G W Lucker S Kitamura C C Hsu 《Child development》1985,56(3):718-734
Chinese, Japanese, and American children at grades 1 and 5 were given a battery of 10 cognitive tasks and tests of achievement in reading and mathematics. Samples consisted of 240 children in each grade in each culture. 2 major purposes of the study were to determine possible differences in cognitive abilities of Japanese, Chinese, and American children and to investigate the possible differential relation of scores on cognitive tasks to reading by children of the 3 cultures. Similarity was found among children of the 3 cultures in level, variability, and structure of cognitive abilities. Chinese children surpassed Japanese and American children in reading scores; both Chinese and Japanese children obtained higher scores in mathematics than the American children. Prediction of achievement scores from the cognitive tasks showed few differential effects among children of the 3 cultures. The results suggest that the high achievement of Chinese and Japanese children cannot be attributed to higher intellectual abilities, but must be related to their experiences at home and at school. 相似文献
13.
This study explored the foreign language teaching efficacy beliefs of Japanese high school English teachers. The study provides a teacher efficacy scale designed for the Japanese context, which could also be used or adapted for similar contexts in the wider East Asian area. Data were drawn from an online survey of 141 participants. Exploratory factor analysis identified five dimensions of latent teacher efficacy beliefs, including individual and collaborative dimensions, and some specific to the Japanese context, such as efficacy for helping students achieve entrance success. Findings also indicate that some dimensions of foreign language teaching efficacy, such as efficacy for using the L2, are generalizable to wider field. 相似文献
14.
Homework: a cross-cultural examination 总被引：5，自引：1，他引：5
Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with more than 3,500 elementary school children, their mothers, and their teachers. The children lived in 5 cities: Beijing, Chicago, Minneapolis, Sendai (Japan), and Taipei. Chinese children were assigned more homework and spent more time on homework than Japanese children, who in turn were assigned more and spent more time on homework than American children. Chinese children also received more help from family members with their homework than American and Japanese children. Chinese children were found to have more positive attitudes about homework than American children; Japanese children's attitudes were between those of the Chinese and American children. Relations between amount of time spent on homework by children, amount of time parents spent assisting their children with homework, and children's achievement were also explored. The views of both parents and teachers about the value of homework are discussed. 相似文献
15.
Bi Ying Hu Miranda Chi Kuan Mak Chun Zhang Xitao Fan Jieling Zhu 《International Journal of Disability, Development & Education》2018,65(2):163-182
This study aims to explore Chinese parents’ understanding about the importance and feasibility of quality pre-school inclusion and how these beliefs are affected by their levels of education and the types of disabilities in the Chinese socio-cultural and policy contexts. Findings support parents are highly supportive of the philosophy of inclusion. Both groups of parents of children with and without disabilities have different expectations for what quality inclusion looks like in the six dimensions of inclusion except for professional development and resources. The higher the levels of education, the more likely regular parents agree on all six dimensions of inclusion. Finally, disability categories did not affect parents’ beliefs. Parents of children with multiple disabilities expressed the greatest need for inclusion. Overall, parents’ agreement with the important features of inclusion reflects a greater expectation for quality inclusion and policy-making to make this happen to all young children. 相似文献
16.
This paper describes two studies that examined the lexical tone awareness of Chinese children both with and without dyslexia at different primary school ages.Study 1 examined the contributions of lexical tone awareness to distinguish children with and without dyslexia with respect to their Chinese character reading skills. Two hundred and seventy Chinese children participated in Study 1. Ninety of these were children with dyslexia (equally recruited from second, fourth, and sixth grades). Moreover, ninety children functioned as a chronological-age control group, and an additional ninety children functioned as a reading-level control group. The participants were tested for nonverbal intelligence, Chinese character reading, and cognitive-linguistic skills and lexical tone awareness. Our results revealed a later developmental ceiling in Chinese children with dyslexia than in those without dyslexia. Furthermore, children’s lexical tone awareness could serve to distinguish children with dyslexia from typically developing children in all primary school years.Study 2 compared the lexical tone awareness and Chinese character reading skills of Chinese children with dyslexia both before and after introducing the Perceptual Training Method. The participants in this study consisted of all the participants with dyslexia from Study 1, and the measurements were the Chinese character reading test and the lexical tone awareness task from Study 1. Our results revealed that only second-grade children with dyslexia gained substantially from the training on both lexical tone awareness and character naming, whereas those in the fourth grade obtained a significant improvement only on lexical tone awareness. 相似文献
17.
H W Stevenson S Y Lee 《Monographs of the Society for Research in Child Development》1990,55(1-2):1-123
The major purpose of this study was to attempt to understand some of the reasons for the high academic achievement of Chinese and Japanese children compared to American children. The study was conducted with first and fifth graders attending elementary schools in the Minneapolis metropolitan area, Taipei (Taiwan), and Sendai (Japan). 1,440 children (240 first graders and 240 fifth graders in each city) were selected as target subjects in the study. The children were selected from 20 classrooms at each grade in each city and constituted a representative sample of children from these classrooms. In a follow-up study, first graders were studied again when they were in the fifth grade. The children were tested with achievement tests in reading and mathematics constructed specifically for this study, the children and their mothers were interviewed, the children's teachers filled out a questionnaire, and interviews were held with the principals of the schools attended by the children. In the follow-up study, achievement tests were administered, and the children and their mothers were interviewed. Background information about the children's everyday lives revealed much greater attention to academic activities among Chinese and Japanese than among American children. Members of the three cultures differed significantly in terms of parents' interest in their child's academic achievement, involvement of the family in the child's education, standards and expectations of parents concerning their child's academic achievement, and parents' and children's beliefs about the relative influence of effort and ability on academic achievement. Whereas children's academic achievement did not appear to be a central concern of American mothers, Chinese and Japanese mothers viewed this as their child's most important pursuit. Once the child entered elementary school, Chinese and Japanese families mobilized themselves to assist the child and to provide an environment conducive to achievement. American mothers appeared to be less interested in their child's academic achievement than in the child's general cognitive development; they attempted to provide experiences that fostered cognitive growth rather than academic excellence. Chinese and Japanese mothers held higher standards for their children's achievement than American mothers and gave more realistic evaluations of their child's academic, cognitive, and personality characteristics. American mothers overestimated their child's abilities and expressed greater satisfaction with their child's accomplishments than the Chinese and Japanese mothers. In describing bases of children's academic achievement, Chinese and Japanese mothers stressed the importance of hard work to a greater degree than American mothers, and American mothers gave greater emphasis to innate ability than did Chinese and Japanese mothers. 相似文献
18.
Rachel Endo 《Diaspora, Indigenous, and Minority Education》2016,10(3):156-168
This qualitative case study analyzed the diverse narratives of 10 Japanese immigrant mothers who reared their second-generation children in a midsize metropolitan community in the Midwest. The primary research questions are as follows: How have Japanese immigrant mothers envisioned academic success in relation to contemporary interpretations of diasporic Nikkei identity? How have the participants made sense of and negotiated their educational aspirations against the expectations of U.S. K–12 schools? Based on focus groups, individual interviews, and narrative analyses, this study captured the multiple ways by which Japanese immigrant mothers facilitated opportunities for their children to maintain a distinct but flexible Nikkei or diasporic Japanese identity (Nukaga, 2012; Takamori, 2010) that was centrally focused on rearing academically successful children who also exhibited cultural competence and confidence as bicultural Americans. 相似文献
19.
How the construct of vocabulary is defined remains unclear although multiple theories have been put forth. In light of the lack of empirical work investigating the dimensionality of vocabulary knowledge in Chinese, the present study investigated the factor structure of Chinese print vocabulary in a sample of 111 Taiwanese children in Grades 1 and 2. Participants completed six written measures designed to assess breadth and depth of vocabulary knowledge in receptive or expressive formats. Three hypothesized models corresponding to (1) a unidimensional model on which all six measures loaded onto, (2) a 2-factor model comprising breadth and depth dimensions, and (3) a 2-factor model consisting of receptive and expressive dimensions, were compared using confirmatory factor analyses. Results indicated that the unidimensional model was preferred over two dimensional models, indicating that it is useful to view Chinese vocabulary as a holistic construct rather than as comprising separable dimensions among young Taiwanese children.
相似文献20.
The present study examined the influence of the features of Chinese characters, such as frequency, regularity and consistency, on the accuracy with which they were read by two groups of adult Chinese learners. Twenty-two English-speakers and 31 Japanese-speakers studying Chinese at a Taiwanese University read 130 Chinese characters that varied along the dimensions of regularity, consistency, number of strokes and familiarity (frequency with which they appeared in instructional texts). The results suggest that lexical and sub-lexical features, such as regularity and consistency, play an important role in reading Chinese among Chinese language learners. Furthermore, differences between the Japanese- and English-speaking participants suggest that the first language (L1) phonology and writing system may influence Chinese character learning. In addition, the language proficiency of Chinese language learners also influences sensitivity to sublexical features in naming Chinese characters. Finally, Chinese language learners with both L1s follow the same trajectory for developing orthography-to-phonology knowledge reported for native Chinese-speaking children. 相似文献