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1.
通过自编量表对三个年级共681名中专生的归因特点进行研究,结果表明各年级以及文理科的归因特点无差异,归因特点存在性别差异,同时在学习、工作、人际关系和生活态度方面归因存在着年级、性别差异。  相似文献   

2.
Despite the growing number of studies exploring PhD students’ experiences and their social relationships with other researchers, there is a lack of research on the interaction between the type of experiences and the social agents involved, especially in relation to not only problems and challenges, but also to positive emotions and experiences. In this study, we addressed this gap exploring the relationship between four ecology doctoral students’ most significant experiences and their perceived position in the research community. Additionally, we aimed at exploring the utility of a methodological device with two instruments, Journey Plot and Community Plot. Results showed, in one hand, that both positive and negative experiences were significant in students’ trajectories, but the proportion varied greatly across participants. Supervisors were related to negative experiences, whereas the broader community was mostly source of positive experiences. Research writing and communication experiences were significant in relation to all the social agents, while other contents of experience were restricted to the smallest social layers (e.g. research motives were confined to the individual layer, and research organization to the individual and supervisor layers). Relationships between the type of experiences and participants’ position in the community were found and implications for doctoral education discussed.  相似文献   

3.
Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.  相似文献   

4.
教学过程是教师的教和学生的学所组成的交往活动过程。教学交往行为是教学活动的前提和条件,没有教学交往行为就没有教学活动。教学交往行为的策略研究,可以达到促进学生发展、提高教学质量的目的。教学交往行为的设计策略主要有:准确把握教学交往行为的内涵、努力建立良好的教学交往行为关系、积极探索教学交往行为的沟通技巧。  相似文献   

5.
Despite a large amount of research focusing on bullying and exclusion in secondary schools, there is far less research focusing on cross‐gender bullying and ‘popular’ students who experience bullying. This research provides an analysis of interactions between male and female students (aged 13–14) in a school in England. The data provides multiple examples, both in the form of observations and group interviews, of girls teasing, intimidating and bullying boys and other popular girls. The analysis also considers teachers’ reactions to this behaviour, highlighting that it is often unnoticed. This paper raises this as an area for concern and suggests that future research should explore this further, both gaining more in‐depth knowledge of female bullying and intimidation of boys and popular girls, and exploring ways of working with teachers and schools to support students.  相似文献   

6.
Undergraduate programs across the country are working to develop students as scholars, integrating independent scholarly experiences into traditional undergraduate classroom environments (see, e.g. George Mason University's Students as Scholars Quality Enhancement Plan; Boston University’s Undergraduate Research Opportunities Program; University of Houston’s Learning through Discovery; University of Michigan’s Undergraduate Research Opportunity Program; etc.). Scholars and universities have touted the benefits of engaging students in research experiences for students as well as faculty. However, there is little empirical work exploring how undergraduate students adapt to their new role as scholars. In this paper, we explore the process of students integrating research into their undergraduate classroom experience. Based on participant observation and pre and postsemester survey data, we discuss the process of students learning as scholars in a capstone Criminology, Law & Society course. We focus on how students gathered and analyzed data and integrated their research experience into their overall learning for the course. We find the process of research reinforces the learning objectives of the course.  相似文献   

7.
科学探究学习教学实施的研究   总被引：1，自引：0，他引：1  
科学探究教学实质上是一种模拟性的科学研究活动,它不直接把构成教学目标的有关概念和认知策略告诉学生,而是创造一种智力和社会交往环境,让学生通过探索发现有利于开展这种探索的学科内容要素和认知策略。科学探究教学的实施可以从八个方面着手进行：科学探究教学活动的情境设计,科学教学探究性提问,科学教学探究性演示,科学教学探究性讨论,模拟历史题材的科学辩论活动,科学教学探究性实验,学习环教学方法,信息技术对科学探究教学的支持。  相似文献   

8.
在物理课堂教学中,通过创设类似于科学研究的情境,使物理教学过程尽可能地成为一种“亚研究”过程,让学生亲历物理概念的形成过程,在探究中获得真知;让学生追溯物理规律的发现过程,在探究中提高能力;让学生体验物理实验的设计过程,在探究中培养素质。  相似文献   

9.
生物医药基础学科探究性实验教学体系的构建   总被引：2，自引：1，他引：2  
探究性实验教学有利于培养学生创造力和创造意识。探究性实验教学内容覆盖基本实验技术、主要研究对象和常用研究方案。探究性实验教学中,由学生围绕研究对象参照常用研究方案自行拟定实验内容,从而构成探究性教学实验用于实践。通过介绍本学科理论与技术在解决医药难题中的应用增强学生学习的积极性和创造意识。  相似文献   

10.
To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students.  相似文献   

11.
This project draws on a large body of seminal research showing that the approaches students take to learning, and the subsequent quality of their learning, is closely related to their perceptions of their learning experience. Recent research has demonstrated these findings also hold for non-standard modes of delivery such as distance education using on-line strategies. However, there is currently little research about how predominately campus-based students' experiences of the on-line part of their course are associated with their experience of the course as a whole. The present study extends previous research into the domain of blended learning, by exploring the relations between student perceptions of the e-Learning environment, approaches to study, and student grades.  相似文献   

12.
课堂教学是学校教育的主阵地，对于培养学生的创新精神，从根本上改变学生的学习方式，发挥着重要的作用。探究式教学，是新课改背景下物理课堂教学中的重点。初中物理探究式教学模式基本流程为：教师创设问题情景——学生讨论、猜想、解决途径——学生设计实验——学生根据设想的途径动手实验探索研究——教师及时指点迷津——组织交流自主解决问题——分析归纳得出结论——引导实际，应用提高。  相似文献   

13.
大学英语听说课堂是学生提高听说能力的重要场所,学生在课堂的积极参与是实现其听说能力提升的重要保证。文章通过问卷调查和访谈,调查了大学英语听说课堂学生参与状况,并探析了相关影响因素,从而提出了四大方面措施,以期有利于激励学生积极参与到大学英语听说课堂的学习中。  相似文献   

14.

Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student samples—students most at risk academically. This study quantitatively determined if there exists a relationship, and if so, how strong of a relationship, between ELL and ED students’ academic language and conceptual understanding based on science notebook scores used in a larger science and literacy-infused intervention with a sample of culturally diverse students. The study also considered strengths of relationships between language and concept science notebook scores within student language status groups (ELL, former ELL, and English speaking). Correlational analyses noted positive, large, and significant correlations between students’ language and concept scores overall, with the largest correlations for science notebook entries using more academic language. Large correlations also existed for ELL student entries at the end of the school year. Implications of the findings for future research and practice in science classrooms including literacy interventions, such as science notebooks, with populations of culturally diverse students are discussed.

  相似文献   

15.
Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student samples—students most at risk academically. This study quantitatively determined if there exists a relationship, and if so, how strong of a relationship, between ELL and ED students’ academic language and conceptual understanding based on science notebook scores used in a larger science and literacy-infused intervention with a sample of culturally diverse students. The study also considered strengths of relationships between language and concept science notebook scores within student language status groups (ELL, former ELL, and English speaking). Correlational analyses noted positive, large, and significant correlations between students’ language and concept scores overall, with the largest correlations for science notebook entries using more academic language. Large correlations also existed for ELL student entries at the end of the school year. Implications of the findings for future research and practice in science classrooms including literacy interventions, such as science notebooks, with populations of culturally diverse students are discussed.  相似文献   

16.
Given the almost 2-year COVID-19 school-related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well-being. Although international research has shown that distant learning as a response to the COVID-19 school-related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t-tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self-efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.  相似文献   

17.
Research exploring preservice postsecondary students’ experiences participating in an international field placement is a relatively new area of study in the domains of Early Childhood Education (ECE) and Early Childhood Leadership (ECL). While there is a growing body of literature offering merit to the profound transformations that can occur for students who engage in an international field experience, most notably in nursing and school-age teaching vocations, a significant research gap exists in this area of study within the early childhood field. This qualitative research study explores the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students who engaged in a 4-week placement to Liberia, Costa Rica in the winter of 2013. Applied thematic analysis was utilized to examine ECE and ECL self-reflective journals, interviews, and e-mail correspondences. Researcher field notes were additionally included in the data analysis. Personal and professional transformations proved to be a prevailing outcome of the Costa Rica international field placement. The merit of a solidified international placement pedagogical approach was an additional finding of this research study.  相似文献   

18.
当代大学生文化消费存在的问题与对策   总被引：2，自引：0，他引：2  
文化消费是当代大学生生活消费的重要内容,对大学生的学习、生活、人生观、价值观具有重要影响。因此,全面分析大学生文化消费状况,探明其中存在的主要问题,并加以正确的教育引导,对大学生思想政治教育具有重要的现实意义。  相似文献   

19.
The aim of this research is to explore whether participation in study abroad by community college students impacts levels of engagement and if there is a connection between studying abroad and academic achievement. While university-level studies have a history in exploring these questions, the same is not true for community colleges. The California Community College Student Outcomes Abroad Research project (CCC SOAR) uses a mixed methods design to examine data that evidences how participation in study abroad programs not only has implications for personal development and global learning, but also has a range of indicators of academic success variables. Data show that there is a range of positive outcomes that occur as a result of studying abroad for all students across an array of early, midstream, and terminal outcomes due to engagement-enhancing components such as shared common experiences, nurturing behavior from faculty, and increased student interaction in collaborative activities.  相似文献   

20.
Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed.  相似文献   

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