共查询到20条相似文献，搜索用时 31 毫秒
1.
JOAN P. AVIS 《Counselor Education & Supervision》1987,27(1):15-30
The emerging field of adult counseling generally refers to the applications of adult development and life transitions literature in counseling. To date, numerous definitions that apply a particular theoretical perspective to clients within an established counseling approach have characterized practice. In contrast, collaborative counseling is a term that defines an inclusive theoretical framework and distinct counseling approach. The phenomenology of counselors is defined in terms of three perspectives: (a) developmental—for conceptualizing adult experience and counseling; (b) collaborative—for characterizing counselor-client roles, interactions, and processes; and (c) idiographic—for conceptualizing applicability of theory and interventions to individuals. From these perspectives a specialized practice is derived that emphasizes transitional status assessment, adult processes, counseling outcomes in meaning and behavior, as well as multiple contexts and modalities for delivery of service. The implications for curriculum and training provide the basis for defining a specialization in adult counseling. 相似文献
2.
构建立足于学生人格发展、教师专业提升的发展性课程评价体系,是促使学校课程改革走向深入的重心。基于对甘肃省农村普通高中研究性学习课程评价的现状反思,对发展性课程评价体系构建的实践探索进行思考,提出以人格和谐发展为核心理念构建发展性课程评价体系的实施策略,包括以课程培养目标为主要依据,确立灵活动态的评价内容和科学合理的评价标准;以评价程序的规范性和可操作性为根本,设计科学合理的评价工具;以学生行为表现评价、成长记录袋等方式,搜集和分析反映学生学习情况的数据和证据;从每个学生所关注的问题、兴趣出发,真正体现评价的激励和导向功能等。由此建构的发展性课程评价实施框架,有助于研究性学习的有效开展,并进而促进学生的学习和发展。 相似文献
3.
假想伙伴是儿童生活中普遍存在的现象。对45名3-6岁幼儿进行调查研究,了解假想伙伴现象的基本情况以及幼儿观点采择能力发展的一般趋势,并在此基础上进一步探讨假想伙伴现象对幼儿观点采择能力发展的影响。结果表明:与没有假想伙伴的幼儿相比,有假想伙伴的幼儿在观点采择能力水平上更具优势。 相似文献
4.
Mark K. Warford 《Teaching and Teacher Education》2011,27(2):252-258
Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development (ZPTD) integrates Vygotskyan theory into Western models of teacher education. Recommendations are offered with regard the four stages of the ZPTD and implications for the content and sequence of the teacher preparation curriculum. 相似文献
5.
Eadaoin K. P. Hui 《International journal for the advancement of counseling》2003,25(2-3):157-168
This study examined the implementation of developmental guidance as a formal curriculum in a Hong Kong secondary school. A qualitative approach was employed to explore teachers' perceptions of the curriculum and of the factors which facilitated or hindered its implementation. The study found that teachers perceived the curriculum exerting positive effects on students' self-appreciation, self-control and behaviour, and on teachers' attitudes and management style. Implementation of this curriculum also facilitated a more inviting school atmosphere. Teachers' acceptance of the belief advocated in the curriculum, the use of experiential teaching approaches, and support from the school system were crucial in the process of implementation. The implications of the findings for school's implementation of developmental guidance via a formal curriculum were discussed. 相似文献
6.
课程是教育工作者系统化整理并逐步应用到教学过程中的重要资源。随着教育的发展,课程在内涵、特征、类型等方面发生着深刻改变,主要表现为:课程核心功能更加凸显,内容范围拓展深化,技术融合趋向深度;课程改革逐渐显现出丰富化、多样化、校本化、定制化、智慧化的发展倾向;课程开始演化为基础课程、发展课程、综合课程、生命课程、数字课程五种类型。课程的变革离不开实践的检验,在未来,课程实施要求深化师生未来意识导向、聚焦核心素养价值目标、营造未来课程实践氛围,不断推动未来教育的变革发展。 相似文献
7.
宋秀花 《福建师大福清分校学报》2001,(4):82-84
孩子从家庭进入托幼集体生活，首先必须与教师与同样产生积极的互动，即社会性素质的发展。而对托班孩子来说，社会性素质发展的教育，关键是教师如何把教育的目的的要求转化为孩子自身内在的需要，即教育的语言艺术。 相似文献
8.
本研究运用问卷和访谈法对美国田纳西州孟菲斯市不同类别幼儿园教师的课程开发进行了调查研究。研究分析美国幼儿教师具有一定的课程开发空间,但程度因不同类型的学校而不同;美国幼儿教师在理念上高度重视课程开发工作,认为对课程开发有助的学校课程包括理论与实践两方面的相关科目;美国幼儿教师对重要的课程开发能力的认知有共性,也表现出一定的差异;美国幼儿教师课程开发的途径多样,可供参考的课程资源较丰富。最后,本文还根据研究结果对国内幼儿教师的课程开发及能力培养提出了一些建议。 相似文献
9.
Adult experiences of science and technology in everyday life: Some educational implications 总被引：1，自引：0，他引：1
Dr. Tim Hardy 《Research in Science Education》1992,22(1):178-187
This paper outlines a project that is focussed on examining the complex ways in which adults experience science and technology
in different areas of their everyday life including paid work, the home, health and leisure. The research has involved interviews
with individual adults situated in a diverse range of life situations in New Zealand. A case study is presented to indicate
the type of data being analysed and the implications emerging for education from the project.
Specializations: science teacher education, science curriculum development, science and technology in society. 相似文献
10.
Angela Nievar Amber L. Brown Laura Nathans Qi Chen Veronica Martinez-Cantu 《Early education and development》2018,29(8):1115-1128
This study examines the long-term effects of a home visiting program, Home Instruction for Parents of Preschool Youngsters, on students from mostly low-income, Latino families (n = 254). Children who were in the home visiting program during their early years were compared with a similar demographic group who participated in prekindergarten in the same inner-city area but did not participate in home visiting. Data linked participation in home visiting to state test scores and other information from public schools through the end of elementary school. Research Findings: Secondary data analyses tested for intervention effects on reading and math achievement in an urban school district using 4 waves of data covering kindergarten through 5th grade. Growth curve modeling showed that participation in home visiting predicted higher academic achievement through the 5th grade. Practice or Policy: Parent-focused intervention during early childhood appears to have a lasting impact on children’s achievement. In addition to parent engagement, quality school curriculum and quality instruction affect achievement in elementary school. A comprehensive curriculum focus throughout the early school years should be implemented regardless of preparation for high-stakes testing. 相似文献
11.
C. Melanie Schuele PhD Laura M. Justice Sonia Q. Cabell Kathy Knighton Beverly Kingery Marvin W. Lee 《Early education and development》2013,24(5):726-752
Research Findings: This study reports on the outcomes of a multisite, two-tiered, response-to-intervention instructional model for delivering phonological awareness instruction and intervention to kindergartners. Fifty-seven kindergartners from 3 classrooms participated in a supplemental phonological awareness program, and 56 kindergartners from 3 classrooms received the prevailing school-adopted literacy curriculum. All children in the supplemental condition received supplemental classroom-based phonological awareness instruction in addition to the adopted literacy curriculum. At mid-year, 6 low literacy achievers were identified in each supplemental classroom (n = 18) to participate in an additional 12-week small-group intervention. The classroom-based supplemental curriculum did not produce statistically significant gains for typically achieving children on measures of letter–sound knowledge, word recognition, or developmental spelling. However, an add-on tier of supplemental instruction exerted a substantial advantage for low-achieving children on a measure of developmental spelling. Practice or Policy: Results suggest that a 2-tiered intervention model provides an effective means for improving the literacy outcomes of low-achieving kindergarten children. 相似文献
12.
《Journal of moral education》2012,41(3):198-205
Abstract Kohlberg's cognitive‐developmental theory provides teachers with a framework for understanding the change and development of moral judgment and decision‐making of their pupils. One major abuse, however, may be when teachers take the stage labels associated with the hypothesized stage levels of moral judgment as indicative of static student qualities or characteristics, by placing more emphasis on perceived and labelled qualities than on the actual moral reasoning of the student. This, it is suggested, together with some empirical examples, may obscure the developmental trend of the student's moral judgment or even affect the teacher's expectations and consequently student's performance, and fails to take into account such factors as environment and interpersonal interaction. A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to pedagogy. 相似文献
13.
Counselor educators are challenged to prepare students for working with culturally diverse clients. The recent attention paid to multicultural counseling competencies has defined domains of learning; however, training methods to support the development of multicultural counseling competencies have received less emphasis. This article focuses on experiential learning as a teaching and learning methodology to increase students' multicultural counseling competencies. The authors outline ethical and practical suggestions for using experiential learning in multicultural counseling curriculum. 相似文献
14.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
15.
课程作为一个自组织系统,具有自身的发展规律。开放和非平衡是课程发展的前提条件;涨落是课程发展的起因;竞争和协同是课程发展的动力;渐变和突变是课程发展的途径;创新是课程发展的出发点和归宿。在课程的发展过程中,我们应该自觉遵循和运用课程发展的自组织规律,创造条件,把握机遇,正确引导,适时地促进课程的健康发展。 相似文献
16.
The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004 相似文献
17.
教学反思是教师为了实现有效的教育、教学,对已经发生或正在发生的教育、教学活动以及这些活动背后的理论、假设进行的一种积极的认知加工过程。教学反思具有促进教师专业发展、提高教学质量、推动新课程的顺利实施等价值。教学反思的途径有很多,主要有撰写教学日志、寻求同伴对话、阅读理论文献和征求学生意见等几种。 相似文献
18.
Kim Chuppa-Cornell Mary Zimmerer 《Community College Journal of Research & Practice》2013,37(7):459-461
ABSTRACTReading and library faculty collaborated in the revision of the developmental reading curriculum at Chandler-Gilbert Community College in an effort to strengthen students’ reading and information literacy skills through project-based learning. This article describes how the new curriculum addresses the challenging concepts defined in the Framework for Information Literacy for Higher Education in an effort to prepare students more effectively for college-level courses. The results of this new curriculum included stronger posttest scores and student success data. 相似文献
19.
简论数学课程改革的活动化、个性化、生活化取向 总被引：14，自引：0，他引：14
本文依据国内外的相关实践与研究对新一轮数学课程改革的“活动化”、“生活化”和“个性化”取向进行了分析评论 ,认为 :这些取向都具有一定的合理性 ;但我们同时应当注意防止和纠正各种极端化的观念和片面性的作法 ,数学课程改革顺利发展的关键之一在于努力保持诸多对立面之间的适当平衡 相似文献
20.
Melodie Wenz-Gross 《Early education and development》2013,24(4):427-450
Research Findings: Preschool behavior problems are of increasing concern to early childhood educators. Preventive interventions are being developed, but implementation in underresourced child care programs is challenging. This study describes the implementation of an adapted Second Step curriculum to increase children's social skills and decrease behavior problems in preschool classrooms. Teacher training/coaching, organizational supports, and procedures for sustainability are described. Measures included baseline classroom characteristics, lesson completion and fidelity, and teacher satisfaction. Teachers completed 88% of the lessons across 2 years. Follow-up monitoring in Year 3, once all training was terminated, found that 95% of lessons were delivered with higher fidelity than in the first 2 years. Teachers were satisfied with the training, felt that the curriculum improved children's social skills, and stated that they would continue to use the curriculum. Lesson completion and fidelity were associated with various teacher characteristics, training attendance, classroom characteristics, teacher and child turnover, and the percentage of children with developmental delays in the classroom. Practice or Policy: The results support the implementation strategy and suggest that paying attention to teacher morale, general skill development, and a period of ongoing support for training is important and will lead to sustainable and high implementation rates. 相似文献