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本文以桂西南边境Y高校为例,对农村小学全科教师定向培养师范生语文读写能力现状进行反思,针对农村小学全科教师定向培养师范生经典文学作品阅读量较少、读写能力较差等问题,从整合读写资源、优化学科课程、强化读写结合教学意识、开展大量的读写活动等方面提出促进农村小学全科教师定向培养师范生语文读写能力提升的对策,实现桂西南边境地区高校与桂西南边境地区农村小学教学协同创新。 相似文献
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小学教育是义务教育的基础,在整个国民教育体系和个人终身发展中具有奠基作用。发展小学教育,关键在于建设一支高素质的专业化小学教师队伍。高中起点本科农村小学教师公费定向培养工作,是湖南省在我国小学教师培养工作中的创新。通过对湖南省高中起点定向培养本科小学教师公费师范生进行调查,表明:学生大多来自乡镇及农村贫困家庭,他们选择公费定向培养主要出于减轻家庭经济负担、就业有保障的原因,对公费师范教育的作用认识较清晰,履行协议的意愿较好,但也有相当一部分学生处于犹疑状态。为此建议:加强组织领导,完善招生录取工作;加强教学改革,优化人才培养模式;加强师德教育,提升教师职业情意。 相似文献
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提高农村教师素质是提高农村教育质量的关键,为了提高农村教师的素质,许多省市出台政策选择初中毕业生定向培养为本科层次农村教师。但由于多种原因,定向培养既不能保证培养教师的质量,又不能确保培养的教师一定会到农村任教,而且定向培养又不是教师入口的唯一选择,更不是提高农村教师素质的根本措施,所以定向培养必须慎行。 相似文献
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提高农村教师素质是提高农村教育质量的关键,为了提高农村教师的素质,许多省市出台政策选择初中毕业生定向培养为本科层次农村教师。但由于多种原因,定向培养既不能保证培养教师的质量,又不能确保培养的教师一定会到农村任教,而且定向培养又不是教师入口的唯一选择,更不是提高农村教师素质的根本措施,所以定向培养必须慎行。 相似文献
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Jens P. Pfeiffer Martin Pinquart Hannes Münchow 《European Journal of Psychology of Education - EJPE》2012,27(3):389-402
The present study analyzed whether the perceived attainment of developmental goals differs by school type and between adolescents with visual impairments and sighted peers. We created a matched-pair design with 98 German students from the middle school track and 98 from the highest school track; half of the members of each group were visually impaired. Students from the middle school track reported a higher attainment of identity development, career choice, and gender role awareness than students from the highest school track. Furthermore, students with visual impairment were less progressed with peer-group integration and forming intimate relationships than sighted students, but they reported higher levels of attainment of skills that are important for their future profession. However, we did not find an overall interaction effect between school type and vision status on the perceived attainment of developmental goals. The observed school type differences can be explained by the fact that students from the middle school track face the transition from school to work earlier. Implications for practice are discussed. 相似文献
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用问卷调查法对不同水平学校(普通中学和重点中学)548名被试的父母教养方式各维度及父母教养类型的比较发现，普通中学被试的父母教养方式比较消极，他们感受到的父母的干涉和拒绝更多，而感受到的父母的接纳和保护相对较少，就教养类型而言，普通中学被试的父母教养类型更趋于消极，重点中学被试的父母教养方式则总体上比较积极。 相似文献
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为探讨社会支持对高中生网络成瘾的影响,本研究采用随机整群抽样法,从温州地区6所不同性质的高级中学各抽取高一和高二年级1个班级,共12个班级480名学生,用网络成瘾诊断量表、社会支持评定量表及自编网络使用调查问卷对其进行调查。结果显示:高中生网络成瘾发生率为8.3%;高中男生网络成瘾发生率显著高于高中女生网络成瘾发生率;职高生网络成瘾发生率居于首位,但其与普通和重点高中生网络成瘾发生率之间不存在显著性差异;网络成瘾者的社会支持各因子分及总分均显著低于非网络成瘾者;社会支持与高中生网络成瘾之间存在显著的负相关。研究结论:高中生中存在一定程度的网络成瘾现象,提高社会支持可以预防高中生网络成瘾。 相似文献
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Dr. Florian Klapproth Paule Schaltz Sabine Glock 《Zeitschrift für Erziehungswissenschaft》2014,17(2):323-343
The present study investigates the extent to which changing school forms in secondary school is dependent not only on a student’s school grades, but also on the migration status and educational aspirations of their parents. Based on a cohort (N?=?4219) of school students from one school year in Luxemburg, we were able to show that throughout the lower secondary school, the grade average played a decisive role in the move to a different school form. Furthermore, students with a migration background were shown to have similar chances as students from Luxemburg of moving upwards to a higher school form, yet were less likely to move downwards. However, this phenomenon could essentially be explained by the fact that students with a migration background are not as highly represented in the higher school forms as are students from Luxemburg. Independent of migration status and school grades, parental educational aspirations played a decisive role change between school forms. High educational aspirations facilitated the move to a higher school form, while low educational aspirations correlated with moving to a lower school form. 相似文献
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This study utilized data from the 2006 Programme for International Student Assessment Hong Kong sample to investigate the factors that impact the science achievement of 15-year-old students. A multilevel model was used to examine the factors from both student and school perspectives. At the student level, the results indicated that male students, students from high socioeconomic status (SES) families, students with higher motivation and higher self-efficacy, and students whose parents highly value science are more likely to demonstrate achievement in science. At the school level, the results showed school science achievement differences can be explained by school enrolment size, school SES composition, and instruction time per week. Contrary to the negative influence of school size that was reported in previous studies, our findings suggested a positive relationship between school enrolment size and science achievement. This finding leads to an international discussion of school size. 相似文献
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During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers. 相似文献
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以121名初一和初二的学生为被试,探讨了自我意识与气质、父母教养方式之间的关系。结果表明：多血质和胆汁质的初中生自我意识水平较高,抑郁质的初中生自我意识水平最低;父母情感温暖理解对提高初中生自我意识具有促进作用,母亲过干涉过保护、母亲拒绝否认、母亲惩罚严厉导致初中生自我意识水平降低;胆汁质初中生能够从父母那得到更多的情感温暖和理解,粘液质也能从母亲那得到较多的情感温暖和理解,抑郁质初中生得到的父亲情感温暖理解较少,胆汁质初中生容易引起母亲的过干涉过保护。 相似文献
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This study utilizes self-reported survey data from teachers to compare indicators of school community in whole school-dedicated magnets in which all students are enrolled in the magnet program and program within school (PWS) magnets in which only a portion of the students participate in the magnet program. The indicators of community assessed in this study are categorized as internal (i.e., within the school) and external (i.e., involving home-school relations). Whole school magnets were found to be characterized by higher levels of internal and external community. Specifically, whole school magnet teachers report greater goal congruence, teacher commitment, and parent involvement. These findings are purported to result from all teachers and students choosing whole school magnets, differences in SES of the students enrolled in these school types, and dilution of indicators of community in PWS magnets from mixing magnet students and teachers with those in the traditional school program. The results varied byschool size. 相似文献
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Felix Peter Claudia Dalbert Nils Kloeckner Matthias Radant 《European Journal of Psychology of Education - EJPE》2013,28(4):1221-1235
The study examined the meaning of personal belief in a just world and students’ experience of their teachers’ behavior toward them personally for school distress in different class contexts. The study involved 827 secondary school students from 61 classes (grades 9 to 11). Analyses revealed that the more the students believed in a personal just world, the more they felt their teachers’ behavior toward them personally to be just, and the less school distress they experienced; the association between belief in a just world (BJW) and school distress was partly mediated by students’ personal experience of teacher justice. These associations were stable across school tracks, schools, and classes. According to these results and the just world theory, a strong BJW seems to function as a rather context-independent personal resource for students, explaining their individual experience of teacher justice and school distress. Moreover, teacher justice seems to be a key feature of schools explaining students’ well-being at school. 相似文献
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中小学艺术教育改革是中国基础教育改革的重要方面,本调查研究选取了闵行三中和南洋中学,对学生和教师进行访谈和问卷调查。研究表明,影视艺术和音乐最受学生欢迎;上海高中生普遍在幼年受过艺术培训,但坚持到现在的不多;艺术课能缓解学生沉重的高考压力。通过实验教学,对高中艺术教育的教学目的、教学方法、教学内容以及师生互动的方式进行了反思和讨论,并提出了对高中艺术教材的设想和对艺术教师素养的思考。 相似文献