消除自卑感与良好自我形象的建立     

徐冬梅  老乐思  杜剑均 《教育导刊》1995,(5)

幼儿期的孩子往往被认为无忧无虑,快乐活泼,其实,他们的内心世界也有焦虑和恐惧,也有忧郁和不安.其中一部分孩子,特别是学前后期的孩子,还不同程度地受着自卑感的困扰.根据我们对广州市四所幼儿园280名大班幼儿及其父母、老师的调查,有48%的父母反映孩子有自卑感,认为自己在某些方面或很多方面不如别的小朋友.教师反映有39%的孩子极少或从来不敢在众人面前大胆表现自己的才能.在被调查的孩子中,有40%的对自己作出“很蠢”、“不能干”、“很差”等消极的自我评价.以上情况表明,自卑感,在幼儿当中是存在的,应当引起幼儿教育工作者的重视.  相似文献   

“百家讲坛”拉开了文化奶妈时代   总被引：1，自引：0，他引：1  

老愚 《中学语文(读写新空间)》2007,(2)

“《于丹〈论语〉心得》签售一日过万册”,这个新闻近几日一直在我的脑海里盘旋,因为它不是个枯燥的阿拉伯数字。签售当日,我路过中关村图书大厦,看见好多人绕着楼排队,起先以为是商场要大优惠,他们在抢购什么东西,走近才知道,原来是为了于丹女士讲孔子的签名售书。冬天的风在他们身上肆意拍打着,蛇样的队伍却越来越庞大,从这样的人群旁边走过,心情颇为复杂。  相似文献   

爸爸的礼物     

Marilyn K.Strube  谢琼 《英语自学》2003,(11)

我从床上爬起来,爬上楼道的最高一级。起居室里昏暗的灯光照了上来,爸爸妈妈正在谈话,而谈的正是我。那天一早有朋友从学校过来,带来了我的家庭作业和英语老师罗斯·马修修女给我父母的一张条子。我由于出麻疹而呆在家里——自13岁以来我得过许多种病,麻疹是最近感染的。大多数功课我都能努力跟上,只  相似文献   

Making the most of summer school: a meta-analytic and narrative review     

Cooper H  Charlton K  Valentine JC  Muhlenbruck L 《Monographs of the Society for Research in Child Development》2000,65(1):i-v, 1-118; discussion 119-27

Summer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year.  相似文献   

实话如何实说     

R·K·纳拉扬  张白桦 《课外阅读》2003,(2)

塞卡尔反思着:实话,就像太阳一样,没有谁在直视它时能不眼花缭乱。他认识到:人们之间的关系靠软化了的实话来维系,从而避免了伤害他人。他把今天定为特别的日子——今天,他要完完全全地接受实话并且对别人实话实  相似文献   

暑假游乐园     

老瑁 《家长》1996,(4)

这是一幅科学家爱因斯坦的肖像画,小朋友你能否只用一笔把他勾画出来?线条不能交叉和重复。  相似文献   

Understanding randomness and its impact on student learning: lessons learned from building the Biology Concept Inventory (BCI)          下载免费PDF全文

Garvin-Doxas K  Klymkowsky MW 《CBE life sciences education》2008,7(2):227-233

While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500 open-ended (primarily) college student responses, submitted online and analyzed through our Ed's Tools system, together with 28 thematic and think-aloud interviews with students, and the responses of students in introductory and advanced courses to questions on the BCI. Students believe that random processes are inefficient, whereas biological systems are very efficient. They are therefore quick to propose their own rational explanations for various processes, from diffusion to evolution. These rational explanations almost always make recourse to a driver, e.g., natural selection in evolution or concentration gradients in molecular biology, with the process taking place only when the driver is present, and ceasing when the driver is absent. For example, most students believe that diffusion only takes place when there is a concentration gradient, and that the mutational processes that change organisms occur only in response to natural selection pressures. An understanding that random processes take place all the time and can give rise to complex and often counterintuitive behaviors is almost totally absent. Even students who have had advanced or college physics, and can discuss diffusion correctly in that context, cannot make the transfer to biological processes, and passing through multiple conventional biology courses appears to have little effect on their underlying beliefs.  相似文献   

物体通过平面或球面成象的另一种处理方法     

K.Eftaxias  C.A.Londos  F.Valliantos  崔百宁 《青海师专学报》1992,(4)

本文讨论一个与观察者处于不同媒质中的物体所成的虚象问题。在处理这一问题时,我们用透镜来代替折射平面或球面。采用这种方法,我们可以首先研究透镜成象,然后研究通过分界面成象。这与大多数教科书的做法相反,但这种分析简单,更适合于学习初级物理的学生。  相似文献   

感受春意     

老愚 《职业技术教育》1995,(3)

感受春意老愚每逢佳节倍思亲。在中华民族传统节日春节来临之际，中共中央总书记、国家主席江泽民发表了《为促进祖国统一大业的完成而继续奋斗》的重要讲话，就现阶段发展两岸关系．推进祖国和平统一进程提出了人项重要看法和主张。再次向全世界宣示了中国共产党和中国政...  相似文献   

Novel noun and verb learning in Chinese-, English-, and Japanese-speaking children     

Imai M  Li L  Haryu E  Okada H  Hirsh-Pasek K  Golinkoff RM  Shigematsu J 《Child development》2008,79(4):979-1000

When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3‐ and 5‐year‐old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb‐friendly languages (e.g., T. Tardif, 1996 ). The results also suggest that the input language uniquely shapes verb learning such that English‐speaking children require grammatical support to learn verbs, whereas Chinese children require pragmatic as well as grammatical support. This research bears on how universally shared cognitive factors and language‐specific linguistic factors interact in lexical development.  相似文献