首都体育学院本科学科专业结构调整的思考     

王蒲 《首都体育学院学报》2002,14(3):7-8

本文在充分调查和认真总结的基础上，提出了首都体育学院学科专业设置的现状和学科专业结构调整的构想，以及实现学科专业结构调整的关键环节和主要措施。  相似文献   

三种一体化词表比较研究   总被引：3，自引：0，他引：3  

袁相琴 《中国图书馆学报》1997,23(3)

三种一体化词表比较研究●袁相琴ＡＢＳＴＲＡＣＴＡｃｏｍｐａｒａｔｉｖｅｓｔｕｄｙｉｓｃｏｎｄｕｃｅｄｆｏｒｔｈｅｆａｃｅｔｔｅｃｈｎｏｌ－ｏｇｙａｎｄｔｈｅｃｈａｎｇｅｏｆｐｒｅ－ｃｏｏｒｄｉｎａｔｅｔｅｒｍｓｏｆｔｈｅ３ｉｎｔｅｇｒａｔｅｄｔｈｅｓ...  相似文献   

Continuing education for medical students: a library model     

Stephanie M. Swanberg  Keith Engwall  Misa Mi 《Journal of the Medical Library Association》2015,103(4):203-207

Purpose

The research assessed a three-year continuing medical education–style program for medical students in a Midwestern academic medical library.

Methods

A mixed methods approach of a survey and two focus groups comparing attendees versus non-attendees assessed the program.

Results

Eleven students participated in the focus groups. Attendance was driven by topic interest and lunch. Barriers included lack of interest, scheduling, location, and convenience.

Conclusions

Although attendance was a challenge, students valued opportunities to learn new skills. This study showcases a reproducible method to engage students outside the curriculum.  相似文献   

Teachers’ Commitment and psychological well-being: implications of self-beliefs for teaching in Hong Kong     

Dennis M. McInerney  Fraide A. Ganotice  Ronnel B. King  Alexandre J.S. Morin  Herbert W. Marsh 《教育心理学》2015,35(8):926-945

Despite ample research on commitment in industrial settings, there has been no systematic attempt to investigate outcomes associated with teacher commitment. Therefore, the aim of this study was to examine the relationship between teacher commitment and psychological well-being in the work place using questionnaires. Hong Kong teachers (N?=?857) participated. Hierarchical regression analyses were used to investigate how the three aspects of commitment pertaining to the organisation and occupation predicted relevant outcomes. Results showed that affective and normative commitment positively predicted psychological well-being in the work place: interpersonal fit at work, thriving at work, feeling of competency, perceived recognition at work, desire for involvement at work and job satisfaction. Continuance commitment was a negative predictor of some outcomes. Results of the current study provide support to Meyer’s 3?×?2 factor model of commitment. Findings are discussed in relation to the situation of teachers in the Hong Kong context.  相似文献   

Truancy and well-being among secondary school pupils in England     

Gaynor Attwood 《Educational studies》2015,41(1-2):14-28

The paper considers two problematic aspects of the lives of young people: the long-standing issues of truancy from school and more recent concerns about the extent of mental well-being. It uses data from a large-scale survey, the Longitudinal Study of Young People in England (LSYPE). LSYPE provides a very large sample which allows for robust analysis of sub-groups within the population, data from families as well as the young people themselves and a panel design, so that characteristics of the young people at one point in time can be related to later outcomes. The results show the extent of truancy among year-10 pupils with well over one in five reporting truanting but high levels of truancy much less common. The reasons given for truancy mostly revolved around dislike of aspects of school. Truancy, even at low levels, was associated with more negative outcomes such as poor examination results and later unemployment. Data on mental well-being, based on the General Health Questionnaire, showed the extent of feelings of distress and inability to cope with everyday life with more serious levels affecting perhaps one in five of the young people. Young women were more likely to report problems of mental well-being than young men and truancy was strongly associated with poorer levels of well-being. The contrast between the way that most truants said that it was important to them to do well at school but also that disliking school was given as a reason for truancy suggests the possibility of school interventions.  相似文献   

Emotional and psychological well-being in children: the development and validation of the Stirling Children’s Well-being Scale     

Ian Liddle  Greg F.A. Carter 《Educational Psychology in Practice》2015,31(2):174-185

The Stirling Children’s Well-being Scale (SCWBS) was developed by the Stirling Council Educational Psychology Service (UK) as a holistic, positively worded measure of emotional and psychological well-being in children aged eight to 15 years. Drawing on current theories of well-being and Positive Psychology, the aim was to provide a means of measuring the effectiveness of interventions and projects designed to promote children’s well-being and emotional development.

A total of 18 schools and 1849 children participated in the construction and validation of the scale, which ultimately emerged as a short, robust measure comprising 12 items. The scale is offered for use by educational and health professionals interested in promoting and measuring the emotional development and well-being of children and the effectiveness of interventions.  相似文献   

Evaluating the outcomes and implementation of a TaMHS (Targeting Mental Health in Schools) project in four West Midlands (UK) schools using activity theory     

Fiona Eloise Cane  Louise Oland 《Educational Psychology in Practice》2015,31(1):1-20

Government guidance in 2008 endorsed the “Targeting Mental Health in Schools” (TaMHS) agenda, which sets out to promote mental health in schools through the delivery of universal and targeted interventions. This paper initially defines mental health and outlines the TaMHS initiative. It then offers empirical findings from four focus groups with schools who took part in the TaMHS initiative in one local authority. Socio-cultural activity theory is used as an analytic framework to explore perceived outcomes of TaMHS, as well as providing insight into the processes of TaMHS implementation. Data were analysed using thematic analysis. Findings are consistent with existing literature and suggest positive outcomes for children, staff and the whole-school system. Implications for the role of educational psychologists in continuing to promote mental health in schools and considerations for effective implementation are discussed.  相似文献   

The Art of Living and Positive Psychology in Dialogue     

Christoph Teschers 《Educational Philosophy and Theory》2015,47(9):970-981

Abstract

The idea of happiness boomed in the public as well as in the academic domain over the last decade and has not reached its peak yet. However, the understanding of happiness (understood as eudaimonia) as being the utmost goal of human beings is hardly new. Philosophers have discussed this topic, under various terms, throughout history. One of the most recent philosophical concepts has been conducted by Wilhelm Schmid in his book Philosophie der Lebenskunst [Philosophy of the Art of Living], which is a theory about the good and beautiful life from a modern perspective under consideration of the philosophical history of this topic. Martin Seligman presented the ‘happiness formula’ in his book Authentic Happiness in 2002 and research about happiness, subjective well-being and life satisfaction (among others) began to form the field of positive psychology. This article provides a critical comparative analysis of philosophical concepts of the art of living and positive psychological research from an educational point of view. It will explore the extent of common ground between these disciplines, where they differ, and where they might be complementary.  相似文献   

浅析高职学生幸福感与家庭教育的关系     

陈赛珊 《科教文汇》2015,(6)

高职学生时期的青少年心智仍然处于正在发展阶段,在这个时期青少年对于社会的认识初步形成,并在心中产生自身与这个社会的感觉。这种感觉通常表现为幸福感,而幸福感并不是突然产生的。幸福感的产生和产生的结果经研究表明很大程度上与家庭教育和家庭教养方式有着密切的关系。本文希望通过对这种关系的探索为高职学生幸福感的建立提出有建设性的意见,帮助高职学生健康快乐的成长。  相似文献   

尊重主体地位提高育德实效     

张方平 《科教文汇》2015,(20)

品德的课堂应该是属于学生的课堂,是学生过一种高尚生活的课堂。品德课堂,不应该是40分钟的课堂,而应该变成全天候的课堂。教师应该积极将课堂的教学内容延伸到学生生活的点点滴滴中去,去播种一种行为,收获一种习惯,养成一种性格,获得好的命运,成就终身幸福。  相似文献