浅谈马斯洛需要层次理论在中职“差生”转化工作中的应用     

许惠萍 《太原大学教育学院学报》2012,(1):17-20

差生转化是班主任工作的永恒话题。特别是中职差生转化工作更是一项复杂、耐心细致的思想教育工作。班主任应特别关注差生成长,认真研究差生的表现,仔细分析差生形成因素,了解、帮助、关爱他们,满足他们正当需要,让他们感受到关爱和尊重,克服自卑心理和消极情绪,提高自我意识,正确认识自我,增强自信心,激发上进的动力,使他们在中职毕业后,以积极的心态面对社会。  相似文献   

大学新生团体辅导浅析   总被引：1，自引：0，他引：1  

高琼 《山西广播电视大学学报》2012,(4):30-32

从中学步入大学,大学新生在生活环境、学习特点、人际关系等都发生了很大的变化。面对由这些环境变化所带来的各种问题和困扰,需要经过一个阶段才能顺利地适应。通过开展新生入学教育,特别是在新生第一学期开展不同主题的团队辅导,有助于帮助学生尽快地融入新环境,正确地看待大学生活和初步理解大学生涯,为今后形成良好的学习习惯奠定基础。  相似文献   

管理交换论     

李启英 《中国教育研究与创新》2007,4(10):118-123

管理就是交换。因为生活中的每个人都有需要，社会中的每个组织都有目标，在个人需要的满足与组织目标的实现之间就要进行交换。作为个人，要获取满足基本需要的工资报酬，同时追求精神上的满足和自我实现；作为组织，则要满足员工合理需要，帮助员工成长，并最终实现组织目标。因此，所谓优秀的企业，就是既能实现组织目标，又能满足员工的合理需要，实现员工与组织的共同成长。马斯洛需要层次论与交换。马斯洛认为：人有五个层次的需要暨生理、安全、社交、尊重以及自我实现的需要。这是管理者交换时应把握的重点。赫茨伯格双因素理论与交换。赫茨伯格把能够带来满意的因素叫做激励因素，而把那些仅仅能够消除不满意的因素叫做保健因素。情感管理与交换。所谓情感管理，就是管理者用自己的真心、真意和真情换得下属的感动和发自内心的追随。作为一名管理者仅仅实现下属员工满意还不够，真正让下属发自内心的愿意追随你，产生一种“士为知己者死”的想法，靠的是超越需要、感动下属。因为超越需要，所以想不到，因为想不到，所以特别感动。综观古今中外，历数先贤今人，无数的事例表明：管理的实质就是交换。  相似文献   

An exploratory study of Special Educational Needs Co‐ordinators' knowledge and experience of working with children who have sustained a brain injury          下载免费PDF全文

Julia Howe  Heather Ball 《Support for Learning》2017,32(1):85-100

This research aimed to measure Special Educational Needs Co‐ordinators' knowledge of the educational implications of acquired brain injury in children and young people and whether experience of working with pupils with a brain injury or additional training impacts upon this knowledge. Data was collected within one local authority in England using an online survey. The results indicated that the respondents had high levels of uncertainty regarding the impact of a brain injury although they were more confident in those areas which related most closely to their practice. The responses suggested that experience of working with a pupil with a brain injury promoted greater knowledge than receiving training; the results, however, showed that only a minority of SENCos had received any training and those who had tended to have undertaken this independently. This suggests that there is a need for SENCos to be provided with specialist training in order to increase their understanding of the impact of acquired brain injury in children and young people.  相似文献   

论高师历史本科课程体系的改革   总被引：1，自引：0，他引：1  

范红军  何建军 《鞍山师范学院学报》2003,5(3):85-87

随着人才市场竞争机制的引入和高师毕业生统分制度的改革，高师历史本科课程体系存在的问题日益显露：角色定位不明确，课程内容陈旧，课程结构不合理。解决这些问题，一是要坚持教学与历史科研并重的办学方向；二是要优化课程体系结构，适当合并必修课，大量增加选修课；三是要多层次开设历史教育理论与技能课，汲取分散实习的教训，探索委任实习与共管实习相结合的新方式。  相似文献   

What International Aid Organizations Can Learn From International Adult Learning: Experiences From Cambodia     

Kiumars Zarafshani  Amir Hossein Ali Baygi 《The Journal of Agricultural Education and Extension》2013,19(4):347-357

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Chaos theory,informational needs,and natural disasters     

Timothy L. Sellnow  Matthew W. Seeger  Robert R. Ulmer 《Journal of Applied Communication Research》2013,41(4):269-292

This study applies chaos theory to a system-wide analysis of crisis communication in a natural disaster. Specifically, we analyze crisis communication during the 1997 Red River Valley flood in Minnesota and North Dakota. This flood, among the worst in modern American history, consumed entire metropolitan areas, displacing thousands of people. The conditions and decisions leading to the disaster, and the subsequent reactions are retraced. Communication related to river crest predictions (fractals), the shock at the magnitude of the crisis (cosmology episode), novel forms of reorganizing (self-organization), and agencies that aided in establishing a renewed order (strange attractors) are evaluated. Ultimately, we argue that preexisting sensemaking structures favoring rationalized, traditional views of a complex system led officials to make inappropriately unequivocal predictions and ultimately diminished the effectiveness of the region's crisis communication and planning.  相似文献   

Reactive versus proactive support coordinator roles: an international comparison     

Ingemar Emanuelsson 《欧洲特需教育杂志》2013,28(2):133-142

The four studies on support teacher roles from the UK, The Netherlands, Spain and Australia, in this issue of the journal, are considered via a comparative analysis. Two perspectives, namely categorical and relational, are applied to identify the main continuities and discontinuities related to basic understandings of special need support in inclusive education development. Within-country differences were found more decisive for support teacher roles than those between countries. Conditions for support teacher roles being reactive or proactive are discussed with reference to mandates; status of power and priorities; and time allocated for coordinating tasks. ‘Scapegoat’ roles for support teachers are also considered. Fostering the concept of inclusive education requires a commitment to whole-school reform. This is also seen as a prerequisite for support coordinators' roles to develop in a more proactive way.  相似文献   

Ultra-orthodox Jewish teachers' self-efficacy and willingness for inclusion of pupils with special needs     

Rivka Glaubman IV  Hefziba Lifshitz 《欧洲特需教育杂志》2013,28(3):207-223

The main aim of the present study was to investigate the attitudes of boys' teachers (N = 68), and girls' teachers (N = 68), in the independent educational system of the ultra-orthodox (Haredi) community, towards inclusion of pupils with special needs in regular classrooms. Forty of the subjects lived and taught in two major cities in which reside, beside other citizens, the majority of the Haredi community in Israel, and 73 of them lived in a small town in which reside only the Haredi community. Results show that willingness to include pupils with special needs in their class of teachers in the cities is significantly more positive than their counterparts in the small town. In addition, within those cities the willingness to include of the boys' teachers is more positive towards inclusion of mildly disabled children, while the willingness to include of girls' teachers is more positive towards inclusion of severely disabled pupils. Findings indicate also that the Haredi teachers, males and females alike, have a different perception of disability as compared to the common spread of the professional perception of this term. Results indicate the effects of a major change in the state's educational policy on its independent minorities' educators.  相似文献   

100 Ideas for supporting pupils with ADHD/Behavioural,emotional and social difficulties: a guide for the early years     

Iddo Oberski 《欧洲特需教育杂志》2013,28(3):333-340

It can be argued that our contemporary view of the world is not at all based on ‘objective’ observation of ‘what is out there’, but rather the result of the application of existing mental frameworks and ways of seeing to the world around us, including the world of human beings. Goethe's way of seeing recognizes the special relationship that exists between parts and wholes, so that, rather than being built up of parts, wholes are indeed non-unified wholes which are fully reflected in the parts. Each part is, as it were, one particular manifestation of the whole. My purpose in this paper is to begin to explore Goethe's way of seeing as a tool for new insights into education and to do so by looking at the area of inclusion. Inclusion is a good place to start exploring because it is so obviously based on a notion of parts and wholes. For example, it is based on particular notions of what classes and schools as wholes should look like in terms of their parts: student population, achievement, assessment, curriculum, etc. Thus, examining inclusion from a Goethean perspective may provide new opportunities for thinking about and dealing with exclusion.  相似文献