School-based extracurricular activities,personality, self-concept,and college career development skills in Chinese society     

Yung-Jong Shiah  Ying Huang  Frances Chang  Chuan-Feng Chang  Lun-Chang Yeh 《教育心理学》2013,33(2):135-154

In the present study, we examined in Chinese society the association of school-based extracurricular activities (SBEAs) in both high school and college with students’ career development skills in college, as well as with various personality characteristics and self-concept. Each of 281 college students administered the Lai Personality Inventory, the Tennessee Self Concept Scale, the Adult Career Cognition Scale and an SBEA questionnaire. The results indicate that students who were more engaged in SBEAs had a healthier self-concept, were more extraverted, had better psychological health, were more emotionally stable, and had better social adaption and career development skills than other students. The implications and limitations of the findings, as well as future directions for research, are discussed.  相似文献   

湖南省新升格本科院校公共体育课程存在问题及对策研究     

阳剑  郭益凌 《怀化学院学报》2009,28(2)

通过对湖南省新升格本科院校公共体育课程现状分析,认为:湖南省新升本科院校大学体育课程具有教学指导思想混乱,课程结构、项目设置与本科教育的定位与要求不够协调,体育知识结构的单一、教材内容竞技化依然严重,没有形成"课内外一体化"的课程局面等弊端.提出的基本观点是:湖南省新升格本科院校体育课程应建立课内外一体化教学模式;体育课程体系要体现"体育与增进健康"功能特点;体育课程要培养大学生终身体育的态度和体育能力;体育课程要与社会需要和主体需要相结合;体育课程要为学生成功发展提供基础和可能.  相似文献   

从婚姻法角度谈法律制约“婚外恋”的可行性   总被引：1，自引：0，他引：1  

刘艺灵 《泉州师范学院学报》2009,27(1):132-136

针对当前“婚外恋”现象普遍存在,危害家庭稳定、社会和谐的现实,从法律角度,分析论证在现有婚姻法的框架下通过法律规制来减少“婚外恋”导致婚姻破裂情形的可行性,以期从婚姻家庭法的层面对构建和谐社会进行有益的探索。  相似文献   

Integrating e-learning into the Direct-instruction Model to enhance the effectiveness of critical-thinking instruction     

Yu-Chu Yeh 《Instructional Science》2009,37(2):185-203

The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.  相似文献   

Preparing Elementary School Teachers to Learn From Teaching: A Comparison of Two Approaches to Mathematics Methods Instruction     

Rossella Santagata  Cathery Yeh  Janet Mercado 《学习科学杂志》2018,27(3):474-516

Teacher preparation programs face a significant challenge in determining how to design learning experiences that develop the combination of knowledge, practices, and dispositions needed for effective classroom teaching. Time constraints and the theory–practice divide are two well-documented concerns. We introduce the conceptual framework and design elements of a video-enhanced mathematics methods course that targets these concerns. The course centers on systematic reflection and analysis of practice intended to foster career-long learning. We then examine the impact of this course on several facets of learning-from-teaching competencies, including teacher knowledge, beliefs, and practices. Sixty-two preservice teachers enrolled in a one-year post-bachelor elementary teacher preparation program were randomly assigned to attend this course or a more typical mathematics methods course. Findings suggest that teacher preparation experiences centered on systematic reflection and analysis create opportunities to develop certain aspects of learning-from-teaching competencies that remain otherwise underdeveloped. Implications for the design of teacher preparation include the integration in mathematics methods courses of cycles of analysis through video-enhanced discussions; collaborative planning, implementation, and reflection on teaching; and live observation and co-constructed interpretations and considerations of next steps.  相似文献   

The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths     

Kendra McMahon  Chloe Shu‐Hua Yeh  Peter J. Etchells 《Mind, Brain, and Education》2019,13(4):288-297

Initial teacher education (ITE) offers an underutilized opportunity for bridging the gap between neuroscience research and educational practice. This article reports on innovations embedded within an ITE program to support trainee teachers to recognize and challenge the persistence of neuromyths. Education researchers, neuroscientists, and psychologists collaboratively applied design‐based research to create, improve, and reflect on original neuroeducational teaching/learning resources for university‐based primary (elementary) ITE trainees. Encouragingly, pre and postsurveys showed reductions in trainees ' beliefs in neuromyths and a shift to responses showing uncertainty that suggested their beliefs became unsettled. The most persistent neuromyths were those regarding fish oils, left brain/right brain, and learning styles/visual, auditory, or kinaesthetic (VAK). Trainees retained their initial interest in knowledge about the brain and education, gained confidence, and became more critical about applying the learning sciences in educational contexts.  相似文献   

创业实践对提升大学生就业能力的创新研究     

蒋肖波  张义玲 《中国大学生就业》2016,(5):55-59

创业实践是大学生在校期间从事的经营活动,近年来大学生从事创业实践活动占比不断提高,课题组以从事创业实践的大学生为研究对象,调查分析创业实践前后大学生综合能力的变化,探索提升大学生就业能力有效途径,为解决大学生就业难提出新视角和新途径。  相似文献   

Some effects of parent involvement in schools     

Joan L. Herman  Jennie P. Yeh 《The Urban Review》1983,15(1):11-17

This study examines the interrelationships among components of parent involvement at schools and investigates their effects on school outcomes. The study used data collected during an evaluation of California's Early Childhood Education Program. Varinbles included socioeconomic status, the frequency of school-parent communications, parent awareness of school events, amount of parent involvement at the school, parent influence in school decision making, the nature of parent-teacher relationships, parent satisfaction with the school, and student achievement in reading and mathematics. The results indicated that there are positive effects associated with parent involvement at schools, and the interrelationships between the endogenous variables suggested ways in which such benefits may be maximized.  相似文献   

第18届世界杯足球赛决赛阶段进球特征分析     

向京  郭益凌 《怀化学院学报》2008,27(11)

通过对第18届世界杯足球赛决赛阶段64场比赛的142个进球特征统计,结果表明,下半场进球数高于上半场,进球主要区域是在罚球区内,进球方式是以脚射为主,由中路发动进攻是进球主要进攻形式,各位置进球数最多的是前锋运动员．  相似文献   

Effects of rhyming,vocabulary and phonemic awareness instruction on phoneme awareness     

Stuart S. Yeh  David B. Connell 《Journal of Research in Reading》2008,31(2):243-256

Sixteen Head Start classrooms, involving 128 children, were randomly assigned to three approaches for augmenting early literacy instruction: (a) instruction in phoneme segmentation, blending, and letter–sound relationships, (b) rhyming instruction and (c) vocabulary instruction. The phoneme segmentation approach was more effective in promoting phoneme segmentation skill. Existing research suggests that phoneme segmentation skill is a better predictor of early progress in learning to read than rhyming skill or vocabulary knowledge. Thus, the results suggest that instruction emphasising phoneme segmentation is not only more likely to promote phoneme segmentation skill, but also more likely to promote future reading ability than rhyming or vocabulary activities, even for highly disadvantaged children as young as 4 years old.  相似文献