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1.
Michael D. Brubaker Ana Puig Ryan F. Reese Jessica Young 《Counselor Education & Supervision》2010,50(2):88-102
As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices that may be perpetuated by selecting theories that further oppress clients and other marginalized communities. Prilleltensky (1997) introduced a social justice paradigm, emancipatory communitarianism, to address the limitations of existing theories on the basis of their underlying values. The authors discuss how incorporating emancipatory communitarianism and values discussions into counseling theories pedagogy can enhance critical thinking and self‐exploration among developing students. Implications for counseling pedagogy, practices, and research are discussed. 相似文献
2.
HARMAN BURCK EDWARD JACOBS RICHARD SAUBER WINIFRED STONE WILLIAM THOMSON 《Counselor Education & Supervision》1973,12(3):162-171
This article describes and evaluates an innovative way to teach a counseling theories and practices course to beginning counseling students. Cognitive and affective learning processes, continuous and systematic feedback, small group dynamics, and a cross-sectional approach to teaching theoretical concepts and techniques are described. This approach was implemented by using the following instructional format: didactic, demonstration, task simulation, and self-exploration. Evaluation included self—peer, student-staff, and staff-student evaluations and used measures obtained from six instrumented indices. Results suggest that this approach might be a useful alternative to teaching the traditional didactic course in theories and practices of counseling. 相似文献
3.
申林 《上海师范大学学报(哲学社会科学版)》2008,37(4):25-32
经过百年的应用实践与理论研究的职业咨询为职业心理理论提供了丰富的源泉,这些理论有着自身的系统性、继承性和内在逻辑性。比较和归纳各种职业心理理论流派,可以划分为职业素质构成、职业生涯发展、职业的社会文化背景、人与工作相互适应、认知理论等五大研究方向。其中,每个方向的研究都有着自身独立的延续性。最新的职业生活计划观提倡实现工作和生活的平衡,并以此作为职业选择的核心目标。 相似文献
4.
DUGALD S. ARBUCKLE 《Counselor Education & Supervision》1974,13(3):214-222
Some of the characteristics of the major theories of counseling and differences in practice among counselors of these theoretical orientations are discussed. 相似文献
5.
在新形势下，将心理学理论应用于辅导员工作，提高辅导员工作的科学性，针对性和实效性，具有一定的实践意义。通过系统培训，辅导员能够将心理学理论应用于思想政治工作，采取真诚相待，无条件关怀，同感等方法，与学生建立具有建设性的人际关系，探索具有咨询精神的思想政治工作新模式；辅导员还能够进行一般的心理咨询，成为全校参与心理咨询模式的有机组成部分。 相似文献
6.
Colette T. Dollarhide Alexanderia T. Smith Matthew E. Lemberger 《Counselor Education & Supervision》2007,46(4):242-253
The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented. 相似文献
7.
CHARLES F. WARNATH 《Counselor Education & Supervision》1977,17(2):84-91
In general, counselor educators have borrowed heavily from psychotherapeutic theories in conceptualizing service delivery models. These models have in common an assumption that the goal of counseling is the personal growth and development of the client that results from the relationship between the participants in the helping process. The adoption of psychotherapeutic and growth experience models by counselor educators leads to at least two problems for counselors who work in agency settings: (1) the high turnover, transitory nature of the caseload does not lend itself to the type of interactions where relationships can be central to the goals of counseling. And (2) the problems presented by the majority of agency clients are not amenable to solution through the self-exploration methods of the psychotherapeutic and growth experience models because of various constraints of agency practice. 相似文献
8.
试论知识观对教学理论构建的影响 总被引：5，自引：0，他引：5
季诚钧 《集美大学学报(教育科学版》2002,3(1):7-11
知识观对教学理论的构建起着重要作用。从知识本质观、知识分类获得理论两个角度分析了对教学理论构建的影响 ,指出教学理论应吸取当代知识研究成果 ,从而构建知识分类教学论体系。 相似文献
9.
试论与课程目标分类相匹配的学习理论 总被引：4，自引：0，他引：4
课程实施需要与课程目标分类相匹配的学习理论的支撑。为了使教师能处理好教学过程、方法与结果的关系,需要研究与课程目标分类相匹配的每一类学习结果的学习过程和有效学习的条件,并在此基础上建立一个能解释广义知识和能力学习的动态学习过程模型。 相似文献
10.
体育教学评价研究综述 总被引：2，自引：0，他引：2
通过分析与研究近十年来涉及体育教学评价理论的文献资料后发现,我国体育教学评价理论研究的重点集中在评价理念、评价分类、评价体系以及评价中的元评价等几个方面.文章综述了上述几个方面理论的研究状况,以期为广大学者对体育教学评价理论的进一步研究提供一定的参考. 相似文献
11.
AVRAHAM SCHERMAN 《Counselor Education & Supervision》1974,13(4):273-279
Ninety-one master's degree candidates in counseling at Michigan State University, enrolled in a counseling theories course, were randomly assigned to one of three instructional conditions: prose-text, linear-programmed instruction, and branching-programmed instruction. A pre- and posttest covering the whole course and posttests following each instructional unit were administered to each of the subjects. No significant differences were found in terms of overall treatment effects; however, a significant location effect was found. In addition, a significant difference among treatments over repeated measures was found. The prose-text group consistently performed more poorly than the other two groups. Better performance (on immediate criterion tests) of subjects instructed by the two programmed instruction methods suggests the possible use of these modes of instruction as motivational and reinforcing tools in teaching a course presented in small segments. 相似文献
12.
DAVID H. FREY 《Counselor Education & Supervision》1972,11(4):243-250
This research effort presents (a) a model for viewing counseling theories and (b) data regarding the similarities and differences among selected counseling theorists on two dimensions: a process dimension and a goal dimension. Two instruments were used to tap the process and goal statements of selected theorists. Thirty-seven graduate students in two counseling theory classes completed the instruments, and their statement ratings were used to plot the selected theorists on the proposed model. Analysis of variance procedures were used to test differences among the theorists. The F ratios for both the process and goal statements were found to be significant at or beyond the .05 level. Theorist clusters were obtained by a post hoc probing process where the process clusters are as follows: (a) Williamson, Wolpe, Krumboltz; (b) Ellis, Thorne, Dreikurs, and Dollard and Miller; (c) Frankl, Alexander; (d) Rogers. The goal clusters are: (a) Wolpe, Krumboltz; (b) Williamson, Dollard and Miller; (c) Dreikurs, Thorne, Ellis, Alexander; (d) Rogers; (e) Frankl. 相似文献
13.
Translation,as an activity in human history,has been discussing heatedly.In general,since mankind started translation activities,the study of translation has never ceased.Discussions about translation have become so frequent that various translation theories have been formed gradually in Chinese.The thesis gives a brief introduction to Chinese translation theories and the reasons of their existing.At last,as to the issue of establishing the Chinese translation theories,the author agrees to establish Chinese translatology. 相似文献
14.
袁毅 《陕西理工学院学报(社会科学版)》2008,26(1):70-74
凯瑟琳娜·莱斯（Katharina Reiss）和彼得·纽马克（Peter Newmark）提出的基于文本类型的翻译理论对翻译研究做出了巨大贡献。为了加深对他们所提理论的认识,本文经过对比、分析,指出尽管莱斯和纽马克的基于文本类型的翻译理论在翻译的方法、翻译的步骤、翻译的标准、翻译批评的方法等方面存在差异,但在文本划分的基础、翻译的性质、翻译与文化的关系等方面的认定上却有很多共性。 相似文献
15.
Matthew C. Scheider 《Journal of Criminal Justice Education》2013,24(2):387-402
Criminological theories are presented in a wide variety of ways to undergraduate students by instructors and in undergraduate texts. However, rationales for these taxonomies are rarely provided and are sometimes difficult to interpret. The clear classification of theories is important as it can aid in comprehension and recall by students. A classification scheme is presented that groups criminological theories according to the dependent variable to which they are primarily addressed. Criminological theories can then be divided into six general groups (normative violations, cultural deviance, rates of deviance, definitions of crime and deviance (criminalization), criminality, and broader human behavior. Focusing on what theories attempt to explain provides an easily understandable grouping principle that can provoke discussion among students regarding theoretical modifications and integration and would modify the way that undergraduate criminological texts are arranged. 相似文献
16.
Mark S. Freeman B. Grant Hayes Tyson H. Kuch Gordon Taub 《Counselor Education & Supervision》2007,46(4):254-265
Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would determine theoretical orientation choice. No statistically significant results were found. Results indicated that students showed no personality‐based preference of theory. Additionally, no significant differences were found on selected subscales of the Myers—Briggs Type Indicator (I. B. Myers, M. H. McCaulley, N. L. Quenk, & A. L. Hammer, 1998) and the Self‐Directed Search (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1996; J. L. Holland, A. B. Powell, & B. A. Fritzsche, 1994). 相似文献
17.
魏小娜 《安庆师范学院学报(社会科学版)》2008,27(3):89-92
美育的相关理论研究很丰富,但教学论的理论构建对美育理论的吸纳和融合还很不够,直接影响着美育在教学实践中的实施。为了更好地借鉴美育的理论成果,可以从马克思主义经典作品取向、社会学取向、教育学取向和实践取向四个维度来全面理解美育的内涵。基于美育研究四个取向的成果,美育对教学论的理论构建有三个方面重要启迪：启发我们反思教学论理论中的唯理性主义,启发我们更深入的理解“个体认知机制”,启发我们更全面的理解“教学过程”。 相似文献
18.
Debate has been growing in developmental psychology over how much the cognitive development of children is like theory change in science. Useful debate on this topic requires a clear understanding of what it would be for a child to have a theory. I argue that existing accounts of theories within philosophy of science and developmental psychology either are less precise than is ideal for the task or cannot capture everyday theorizing of the sort that children, if they theorize, must do. I then propose an account of theories that ties theories and explanation very closely together, treating theories primarily as products of a drive to explain. I clarify some of the positions people have taken regarding the theory theory of development, and I conclude by proposing that psychologists interested in the 'theory theory' look for patterns of affect and arousal in development that would accompany the existence of a drive to explain. 相似文献
19.
曹路漫 《南阳师范学院学报》2002,1(1):118-120
章首先根据语篇分析理论提出语篇翻译的实质是以原试图传递的信息为主线，习可能完整地、准确地表达作的思想意图。从语篇分析的角度，在主题、连贯、统一等方面对翻译实践中的问题进行了分析。在此基础上，章最后提出语篇翻译仍是以“信”为本，只是追求“信”的手段和策略以及判别标准有所不同。 相似文献
20.
PAUL J. HARTUNG 《Counselor Education & Supervision》1996,36(1):6-13
This article discusses multicultural counselor training and outlines strategies for infusing counseling courses with multicultural content. It also describes how a counseling theories course was transformed to infuse multicultural perspectives. 相似文献