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1.
科学实验是科学认识的基础,没有科学实验就没有真正意义上的科学。近年来,发展心理学家对传统的研究方法作了创造性的改进,使研究对象有所扩大,研究内容有所拓展,从而对早期教育产生了更加丰富的实用价值。在儿童发展心理学中,实验法与其他方法的综合运用有着广阔的发展空间,但主流的方法依然是实验法。无论是哪一种研究方法,都必须坚持客观性原则。沉浸于后现代主义的相对主义和无政府主义思潮对科学发展和社会实践活动,包括对幼儿教育的发展是有害的。 相似文献
2.
As part of a longitudinal study examining sibling and friend relationships in early and middle childhood, relational aggression by 4-year-olds and their interaction partners in semi-structured free play sessions with siblings and friends was examined during sibling sessions involving both same-gender and mixed-gender sibling pairs. Identifiable acts of relational aggression occurred during many of the interactions observed, but there was also a wide range in the amount of relational aggression produced. Both boys and girls used relational aggression with their siblings much more than they did with their friends. Although boys' and girls' relationally aggressive behaviors occurred at similar rates, the form and function of their relational aggression varied depending on the age and gender of their sibling. 相似文献
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4.
道法传统与立法宽简 总被引：1，自引：0，他引：1
彭凤莲 《安徽师范大学学报(人文社会科学版)》2008,36(4)
"道"是中国传统刑事政策思想的重要理论渊源之一,也是人定法的根据.立法宽简是道法传统的重要主张,并对中国古代立法影响深远.立法宽简应成为当下构建和谐社会的立法取向. 相似文献
5.
van Ijzendoorn MH Rutgers AH Bakermans-Kranenburg MJ Swinkels SH van Daalen E Dietz C Naber FB Buitelaar JK van Engeland H 《Child development》2007,78(2):597-608
This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory. 相似文献
6.
Misuk Lee 《Educational gerontology》2013,39(6):467-499
This study reviews recent literature related to grandparents' involvement and support for grandchildren with disabilities and their grandchildrens' family. The literature reveals that grandparents' initial reactions are similar to parents' reactions of shock, anger, and grief when they learn a grandchild has a disability. Over time, grandparents become involved in their grandchild's family system, providing practical and emotional support. Factors that influence grandparents' support and involvement include residential proximity, their level of understanding of their grandchild's disability, and the affective solidarity between them and their adult child who is the parent of the grandchild. Grandparents' support and involvement is promoted when they have access to accurate information regarding their grandchild's disability, experience good communication exists between them and their adult child, and when support groups or workshops are available to them in their community. A variety of unexplored areas are identified where additional and longitudinal research may yield new and interesting information regarding our understanding of factors that effect grandparents' involvement and support in families with children with disabilities. 相似文献
7.
Alan F Newell Lynda Booth William Beattie 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(1):23-40
Nine case studies were conducted to evaluate the usefulness of a predictive text entry program within a classroom environment. The program, PAL, was found to be very successful in eight of the cases. For children with poor motor control, the key-saving aspects speeded up text creation. Of even greater significance was the extent to which children with severe spelling problems were helped. They were able to produce much higher quality written work with a substantial reduction in the number of spelling errors. This provided great motivation for the children, and teaching staff commented on their improved confidence and attention span, as well as stimulation of language and vocabulary development. One of the children was on the verge of being classified as a non-reader and, although progress was slow, a significant improvement in the child's work was observed. 相似文献
8.
Marie Černá PhD 《欧洲特需教育杂志》2013,28(4):253-256
ABSTRACT The development of motor activity in children with profound mental retardation employing a special method based on mother/father dyads with her/his child is described. Both parent and child are jointly trained on the basis of a specific programme of lessons which is combined with a home training programme. The main advantages of the method are: high efficiency of lessons, effective instructions for home training, close emotional contact between parents and children, promotion of parents’ optimism and improvement of children's communication. Within this brief characterisation the content and organisation of joint training lessons are also described. 相似文献
9.
高校系办公室工作存在的问题及对策 总被引：1，自引：0，他引：1
面对当前高校系办公室工作存在的问题,我们应采取积极有效的对策,转变观念,树立参政意识,充分发挥系办公室的参谋与助手作用;加强系办公室人员的政治、业务素养,优化人员组合;引入竞争机制,实行科学管理,充分调动系办公室人员工作积极性;提高办公手段现代化水平,实现系办公室管理自动化。 相似文献
10.
任何一个画家只有对生活进行全方位的体验后，才能创作出蕴含丰富的作品。而生活的体验本身，就与“随意性”与“偶发性”有着密切的关系。随意性的偶发行为其实就是人们创作中的灵感，灵感就是创作的突发奇想．而这突发奇想，对我们的创作产生一种无形的魅力，我们就是在这种无形的灵感力下产生出新的想法和表现形式的。 相似文献
11.
《Teaching and Teacher Education》2001,17(3):273-289
Leading productive classroom discussions is difficult, as any one knows who has tried. Teaching future teachers to lead them is doubly difficult — a case of teaching beyond one's own understanding. Here we report our reflection on our efforts to teach beginning teachers to lead discussions. Our method was reflective inquiry, for the central problem we addressed arose from within our teaching, and this is where its solution would have to be worked out. Lisa, one of our student teachers, expressed the problem well: After participating capably in and reflecting upon model discussions that we had led, she said that she had “really no idea how to lead a discussion” herself. Our efforts to teach with discussion were surprisingly inconsequential when it came to teaching for discussion, where the subject matter is discussion itself — its worth, purposes, types, and procedures — and in which case discussion is not a teaching method but a curriculum objective. Against this problem, we critique methods we have used to teach both with and for discussion and present a typology that we developed in order to do both better. 相似文献
12.
Arthur H. Green Ernest Power Barbara Steinbook Richard Gaines 《Child abuse & neglect》1981,5(1):45-52
The authors conducted a treatment outcome study on 79 patients engaged in a program for maltreating parents. Treatment modalities included individual psychotherapy and counseling, group therapy, home visiting, and telephone advocacy with the duration of treatment ranging from 6 sessions to 36 months. On the basis of ratings by the primary therapist consensually validated by other staff, of the sample demonstrated at least symptomatic improvement, whereas 28% improved significantly. Overall improvement was highly correlated with more subtle indices of childrearing, perception of the child, object relations, insight, and capacity for self-observation. The profiles of those maltreating parents who improved and those who did not emerged with respect to the impact of critical demographic, psychological, and therapeutic variables. Favorable outcomes were unlikely among parents who themselves had a history of maltreatment, who inflicted the more severe injuries, who entered the program involuntarily or who terminated against advice; while positive results were more prevalent in those parents with a less abusive childhood experience and who perceived a need for involvement in the program. Home visiting and advocacy appeared to enhance the potential for improvement. 相似文献
13.
B. V. Rao 《Resonance》2011,16(1):12-28
Even elementary probability has a lot of interesting things to offer to the students to get excited and think about. Unfortunately
our curricula are generally designed in such a way that interesting things are carefully left out. Even if the material is
touched upon briefly, the discussion is reduced to simple calculation of ratios devoid of any meaning. In this article we
discuss two interesting models in probability. We just throw balls into boxes as dictated by tossing coins, nothing more than
that. 相似文献
14.
Józefa Brągiel Przemysław E. Kaniok 《Journal of Research in Special Educational Needs》2014,14(1):43-50
The main purpose of this study is to examine whether fathers' involvement with their child with disabilities is correlated with some of the demographic variables. Data were collected from 243 Polish fathers who were married and who had at least one child with disabilities. The issue was assessed by two measures: a Questionnaire and the Father Involvement Scale. The results of the multiple regression show that fathers' involvement is significantly (P < 0.05) correlated with the level of fathers' concentration on the needs of their child with disabilities, the level of fathers' cooperation with their wives, the number of years during which parents cared for a child with disabilities, time devoted by fathers daily for their child with disabilities, fathers' self‐esteem, fathers' education, the level of disability of a child, the level of fathers' skills in dealing with their child with disabilities and the level of fathers' knowledge about their child with disabilities. A video abstract of this article can be viewed at: http://youtu.be/XpTojch0j9Y 相似文献
15.
《International Journal of Educational Research》2005,43(4-5):290-307
There is a significant overlap between attention deficit hyperactivity disorder (ADHD) and learning disability (LD) student populations. The inattentive subtype of students with ADHD, in particular, is difficult to differentiate from students with LD. What differentiates between these groups can be seen in their regulation of behavior and attention to attain different goals. In turn, their behavioral choices alter the social context and the social context alters their outcomes. These outcomes are increased emotionality and sensitivity to positive and negative social feedback, negative future expectations, as well as decreased social and academic participation and prosocial response. The educational implications presented are related to their primary goals and the long-term outcomes they experience. 相似文献
16.
Claire Cassidy Helen Marwick Lynn Deeney Gillian McLean 《Emotional and Behavioural Difficulties》2018,23(1):81-96
This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children. 相似文献
17.
In Canada, there is a recent trend toward non-categorization of services of students with emotional and behavioural disabilities (EBD). Yet in Alberta, the coding of students with EBD provides opportunities to diagnose students' learning difficulties but is hindered in this process, in large part, by being tied into special needs funding. Current coding and subsequent funding practices favour a medical model approach that provides opportunity to over- and misidentify students for higher funding levels. Though this is likely done with good intentions to get services otherwise denied, it may have led to a perverse situation of the practice of ‘coding for dollars’ for these students. In this article we discuss the Alberta EBD coding and funding model using administrative data as well as conclusion remarks from a seminar participated in by different stakeholders. Recommendations for policy changes will be addressed. 相似文献
18.
M Margalit 《Journal of learning disabilities》1989,22(1):41-45
The aim of the present study was to compare academic competence and social adjustment of students with learning disabilities and two groups of students with behavior disorders. The sample consisted of 31 boys with learning disabilities and 52 boys with behavior disorders divided into two subgroups: (a) boys displaying hyperactive behavior (BDH) and (b) boys not demonstrating such behavior (BDNH). Significant differences were found among the three groups using the Classroom Behavior Inventory, and three measures contributed to the significant difference: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus Dependence. The results highlighted teachers' needs for differential approach in their interventional planning. 相似文献
19.
Research on special educator burnout has predominantly focused on demographic, environmental and situational factors, with few studies exploring individual characteristics. This cross-sectional self-report study focused on coping strategies as predictors of burnout among Special Educational Needs and Disabilities (SEND) staff. The survey results from 169 participants showed that emotional coping predicted greater levels of burnout. In addition, avoidance coping predicted higher levels of disengagement, whereas rational coping predicted lower levels of disengagement. These results emphasize the importance of examining individual characteristics in SEND staff burnout. This would have implications for monitoring and addressing the psychological wellbeing of SEND staff. 相似文献
20.
在对电路中常见的受控源的双重性分析的基础上 ,将含受控源电路的各种情况进行了分析 ,并结合一些具体实例 ,说明了对各种含受控源电路的处理方法 相似文献