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1.
The present research sought to determine if primary school students differentiate between classes that are challenging and those that are difficult, and how these distinctions relate to their motivation and achievement. Results indicated that there are three types of challenges/difficulties. Challenging classes are those that are demanding of the students but within their ability, are important and are tied to interests; students in these classes are more likely to adopt mastery goal orientations. Purely difficult classes are not valued, require a lot of effort, but are threatening to students’ efficacy. Classes that are difficult compared to others are those that are more demanding for the student than other students or other classes. These classes are not valued and are also seen as a threat to efficacy. Both purely difficult and difficult compared to others classes were negatively related to achievement, and students in these classes are more likely to adopt performance avoidance goal orientations. 相似文献
2.
解读人的创造性活动的哲学底蕴 总被引：1，自引：0，他引：1
谢新清 《辽宁师范大学学报(社会科学版)》2004,27(5):20-22
人类社会的历史表明，创造性活动是人所特有的丰富、完善、发展自己的生存方式，其具体的内涵界定包括：创造性活动是人的自主性活动；创造性活动是人的超越性活动；创造性活动是人生命的整体性活动；创造性活动是人能动的真、善、美相统一的活动。 相似文献
3.
《Performance Improvement》2017,56(8):27-36
Although it is common to deal with multidimensional objectives, namely objectives that are measured by two or more indicators, little attention is devoted to identifying and selecting the methods to apply for interpreting the results that will be achieved, or, rather, to verify whether the rules that are going to be adopted are the most appropriate. The aim of this article is to offer insight into methods and rules to aggregate measures and interpret results, investigate the unintended consequences of applying inappropriate criteria, propose a methodology to compare different methods, and test their robustness before they are applied. 相似文献
4.
A systematic analysis of quality of teaching surveys 总被引：1，自引：1，他引：0
Martin Davies Jenny Lye Carol Johnston 《Assessment & Evaluation in Higher Education》2010,35(1):83-96
All tertiary institutions in Australia use the same Course Experience Questionnaire (CEQ); however, for the internal evaluation of teaching they use their own surveys. This paper performs an analysis of the internal Quality of Teaching Surveys (QTS) used in Australian universities. We classify the questions within the QTS surveys. This classification is used to explore how different universities’ surveys are similar to each other. We find that some universities use a QTS that is quite distinct from other universities. We also investigate whether there is a particular pattern to the types of questions used in the surveys. We find that there are some question types that are employed widely in a typical survey and others that are not. This analysis can be used by universities to determine how their surveys compare to their peer institutions and other institutions across Australia. 相似文献
5.
孙英 《上海师范大学学报(哲学社会科学版)》2005,34(6):45-49
科学利益说堪称真理,因为它发现:权利是一种具有重大的社会效用的必须且应该得到的利益,因而也就是应该受到权力或法律保障的利益;义务是具有重大或基本社会效用的必须且应该的利益之付出,因而也就是应该受到权力或法律保障的利益之付出。 相似文献
6.
李玉玲 《沈阳教育学院学报》2010,12(5):68-70
介绍了＂追求完美＂学生的主要表现是过分追求完美、关注消极面、关注别人的评价,阐述了其原因是来自教师的压力、同学的竞争、家长的高期望,提出对＂追求完美＂学生的管理应帮助制定切合实际的目标、正确对待学习成绩、正确对待出差错等措施。 相似文献
7.
《Peabody Journal of Education》2013,88(3):57-80
This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results. 相似文献
8.
This article provides two ‘portraits’ of headteachers in primary schools in England and Hong Kong, derived from semi-structured interviews with these individuals. Contrary to some claims that such a small sample is worthless, this article argues that what is most meaningful is sometimes derived from the singular and unique; that generalisations in education are as likely to be useful if they are ‘fuzzy’ generalisations as if they are from scientific or statistical generalisations; and that the individual case can strip away the clutter of large contexts and allow recognition of a common shared humanity. What these portraits also show is that responses to larger contexts are heavily dependent on personality and local context, and that if policy implementation and professional development are to have impact, then an attention to the personal and the local are going to be critical factors in any success in these areas. 相似文献
9.
Andreas Demetriou 《Educational Psychology Review》1993,5(3):275-292
This paper summarizes a theory of cognitive development that argues that the mind develops across three fronts. The first refers to a general processing system that defines the general potentials of mind to develop cognitive strategies and skills. The second refers to a hypercognitive system that governs self-understanding and self-regulation. The third involves a set of specialized structural systems which are responsible for the representation and processing of different reality domains. There are specific forces which are responsible for this organization of mind. These are expressed in the paper in terms of a set of five organizational principles. The developmental course of the major systems is outlined. Developmental change is ascribed by the theory to the interaction between the various systems. Different types of development require different change mechanisms. Several studies are outlined in the paper which provide empirical support to each of these propositions. The theoretical and educational implications of this project are discussed in the concluding section of the paper. 相似文献
10.
Karen François Kathleen Coessens Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385
It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological. 相似文献
11.
梁庆辉 《韩山师范学院学报》2006,27(4):71-76
目前世界上已经拥有、可能拥有和“渴望”拥有核武器的国家,绝大多数环峙于中国周边,对中国的国家安全尤其是核安全产生深刻的影响,这不能不引起我们对中国现有的核战略思想的思考。 相似文献
12.
＂仁、礼＂思想是中国儒学的主要思想,霍布斯在其自然法的理论成果中,多处透露出与中国儒家所倡导的＂仁礼＂观点的相似性。通过对中国儒家＂仁、礼＂思想与霍布斯自然观之比较,认为霍布斯在语言表述和思想内容中,所表现出的＂仁礼＂思想较之中国儒家思想而更具有理性成分和进步因子。 相似文献
13.
旅游管理专业本科课程体系设置的思考与建议 总被引：1，自引：0，他引：1
刘静洋 《沈阳教育学院学报》2009,11(3):96-98
在介绍目前我围高校旅游管理专业本科课程体系现状的基础上,分析了其在实际运行中存在的主要问题,即过分强渊专业应用,忽视基础理论;大量课程重复设置,学科交叉严重;技能课设置分散,占用学时;选修课设置缺乏创新,所占比例小。并结合实践对旅游本科课程体系设置提出了若干建议：加强学科专业基础课教学,为学生打下较深的理论基础;减少技能课比例,改为短期实习和培训;创新改革选修课课程,适当增加其比例;提高对研究性教学的认识,积极开展科学研究;加强和完善旅游专业教师队伍建设。 相似文献
14.
刘红 《贵州教育学院学报》2002,18(5):14-17
通过对贵州省贫困地区中小学校长基本信息、个人素质、教育思想的调查与分析，发现部分校长存在一些不容忽视的问题，主要是基本条件不达标，选拔方式单一、敬业精神不够、学校管理流于一般、知识功底较薄弱，教育技术运用较困难、缺乏现代教育观。 相似文献
15.
Monica Brady 《Changing English: An International Journal of English Teaching》2018,25(3):221-232
Michael Young’s notion of powerful knowledge is attractive to many: to teachers wishing the best for disadvantaged students, to neoliberal governments that continually stress the need for teachers and students to improve their performance. This essay takes issue with this understanding of education. Firstly, it shows how classrooms are mediated by larger social and political contexts, arguing that the exchanges within classrooms are always inflected by the values and aspirations that students bring into class. No classroom can be treated as a neutral site, as though it exists apart from the conflicts and debates that occur within the larger society. Secondly, it shows how, through role-play, students are able to grapple with the social issues with which they and their communities are faced. Set in a classroom in Ramallah, the essay argues that through role-play and dialogue, students are able to activate their own prior knowledge in powerful ways that allow them to gain insight into their world. 相似文献
16.
Government policy towards financial support for students means that students increasingly have to bear the costs of their education, often through acquiring significant student debt. This policy is largely justified with reference to the private benefits (through enhanced life-time earnings) that university graduates can expect to enjoy. Using evidence from a qualitative study of 49 students, this paper analyses the extent to which students are engaged in a process of rational weighing-up of the costs and benefits of higher education as implied by the policy stance. It also explores their interpretation of their financial position and Government policy towards them. It argues that students are very poorly informed about both the costs and benefits of higher education, and that financial outcomes are not created in an essentially private and individual fashion, but instead are strongly mediated by cultural and familial resources. 相似文献
17.
Robert H. Ennis 《Educational Philosophy and Theory》1991,23(1):31-44
In this essay I offer a set of characteristic scientific activities, accompanied by principles to be used as guides in performing these activities, and dispositions that are desirable for the person performing these activities to have. This set is intended to provide a rough and ready elaboration of scientific thinking as a goal for our schools and colleges.
Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application is part of the justification for offering science in our schools and colleges. We want people to think scientifically about many other aspects of their lives, as well as about science content.
There is no suggestion that science content is not important, nor that scientific thinking should be taught apart from science content. In fact I think that a very good way to teach scientific thinking is by infusing such instruction in the instruction of science content. See Swartz (1987) for a discussion of infusion, and Ennis, (1985, 1989, 1990) for treatments of the subject-specificity issue that is generally raised when thinking and content are discussed.
This essay contains one brief case study that exemplifies most of the activities, principles, and dispositions suggested as goals for the schools. I realize that the validity and comprehensiveness of these goals has not been here demonstrated. The scientists, science educators, philosophers of science, and critical thinking specialists to whom1 have shown them are in general agreement about them, but the ultimate test will be in whether the goals are widely adopted and successfully serve as guidance in the promotion of scientific thinking.
I hope that this elaboration of scientific thinking and its formulation in terms of a suggested set of goals are "dear and precise as is needed in the situation". 相似文献
Although they are here labeled scientific, they are intended to apply to other activities than doing what is standardly called science. This wider application is part of the justification for offering science in our schools and colleges. We want people to think scientifically about many other aspects of their lives, as well as about science content.
There is no suggestion that science content is not important, nor that scientific thinking should be taught apart from science content. In fact I think that a very good way to teach scientific thinking is by infusing such instruction in the instruction of science content. See Swartz (1987) for a discussion of infusion, and Ennis, (1985, 1989, 1990) for treatments of the subject-specificity issue that is generally raised when thinking and content are discussed.
This essay contains one brief case study that exemplifies most of the activities, principles, and dispositions suggested as goals for the schools. I realize that the validity and comprehensiveness of these goals has not been here demonstrated. The scientists, science educators, philosophers of science, and critical thinking specialists to whom1 have shown them are in general agreement about them, but the ultimate test will be in whether the goals are widely adopted and successfully serve as guidance in the promotion of scientific thinking.
I hope that this elaboration of scientific thinking and its formulation in terms of a suggested set of goals are "dear and precise as is needed in the situation". 相似文献
18.
This paper is grounded in a phenomenological‐interpretive exploration of how mourning is experienced and understood by the victim’s nuclear family – the victims are Greek‐Cypriot missing persons whose remains have been recovered, identified and properly buried, after exhumations of mass graves in the aftermath of war. Particularly, the focus is on the pedagogical openings that are created for educators and students who seek to engage in learning about mourning and/or how to mourn in schools. Two in‐depth mourning narratives are analyzed and the pedagogical implications of the nationalization of mourning are discussed. A careful critique of the nationalization of mourning formulates a critical discourse from which it becomes possible to launch a renewal of an affective community, that is, a restructuring of affective spaces in schools and the public arena so that new affective connections with the Other are created. The analysis shows the complexities involved in attempts to formulate public and school pedagogies of mourning. 相似文献
19.
目的:考察不同操作条件下人格特质的两个重要纬度———外倾性和神经质对不同情绪信息加工过程的影响,验证特质一致性假设。方法:采用实验研究和问卷调查相结合的方法,并以SPSS11.5进行数据处理。研究结果:特质一致性效应是存在的,被试在情绪信息加工过程中偏爱加工与其人格类型一致的信息,外倾被试会对正性信息更为敏感,而神经质被试会对负性信息更为敏感。 相似文献
20.
李小英 《江西教育学院学报》2002,23(4):20-22
私营企业主是否形成阶段，是否是建设者，允许他们入党是否会使党的性质发生变化的问题；是人们争论的焦点。本文从经济数据的角度出发，论证了私营企业主只是一个新的阶层，他们是特色社会主义的建设者，允许他们中的优秀分子入党并不会改变党的性质。 相似文献