学习困难儿童的注意、行为及同伴关系的研究   总被引：6，自引：2，他引：4  

朱冽烈 《中国特殊教育》1999,(3)

本文对学习困难儿童的注意、行为及同伴关系进行了研究。５１６名四、五、六年级的小学生参加了本研究,有效被试５０５人。其中学习困难儿童２９人,占总人数的５．７％。研究结果表明,学习困难儿童与学习一般、学习优秀儿童相比,其注意、行为、同伴关系都明显存在更多的问题。因此,对他们的帮助和矫治工作必须考虑这些方面的因素  相似文献   

‘Fear of Giving Offence Makes Me Give the More Offence’: Politeness,Speech and Its Impediments in British Society,c.1660–1800     

Elizabeth Foyster 《Cultural and Social History》2013,10(4):487-508

ABSTRACT

In the period c.1660–1800, there was an unprecedented interest in the spoken word in Britain, and for those who aspired to be polite, a new emphasis upon the sounds of their speech. But what did this mean for the lives of those who stammered, stuttered or had a lisp? How far were speech impediments experienced or viewed as disabilities? This article argues that in their quest for polite manners and refinement, the socially ambitious were prepared to invest time and money upon improving their speech. This created demand for the services of speech specialists, a new occupational group who forged their identity during this time. The consequences of their advertising techniques, which suggested that speech impediments could and should be overcome, are explored. Finally, this article examines how polite society set standards for listening and responding to the sounds of people with speech impediments.  相似文献   

论走向生活世界的教学目的观   总被引：13，自引：0，他引：13  

王攀峰 《教育研究》2007,28(1):24-29

教学活动作为一种与人的生存状态和生活方式密切相关的社会实践活动领域,在本质上是一个不断引导学生从现实生活走向可能生活的动态生成过程。走向生活世界的课堂教学具有以下两个基本目的:一是基础性目的,即教学活动应关注学生的现实生活,不断改善他们的生存状态和生活质量;二是发展性目的,即教学活动应积极建构学生完满的可能生活,不断提升他们的生活意义和生命价值。在教学活动中只有将关注学生的现实生活与建构完满的可能生活有机地统一起来,才能真正实现其唤醒人的生命意识、建构人的精神世界、提升人的生活意义和生命价值的理想目标和价值追求。  相似文献   

Barriers faced when eliciting the voice of children and young people with special educational needs and disabilities for their Education,Health and Care Plans and Annual Reviews     

Pooja Sharma 《British Journal of Special Education》2021,48(4):455-476

Eliciting the views, wishes and feelings of children and young people with special educational needs and disabilities (SEND) has been a primary element of the Children and Families Act 2014. Despite professional rhetoric that aims to ensure the voice of children and young people remains at the centre of assessments, SEND professionals often experience difficulties in ensuring meaningful participation during assessments for Education, Health and Care Plans (EHCPs) and subsequent Annual Reviews. In this study, 36 SEND professionals from local authorities and 16 SEND professionals from specialist schools within England were asked their views on eliciting pupil voice through an online-based questionnaire, with a particular focus on the barriers they experience. This was then followed up with six in-depth semi-structured interviews. The findings identify two distinct categories of barriers; the barriers relating to children and young people that inhibit their ability to express their views meaningfully, and the barriers relating to professionals that impede on their ability to elicit views meaningfully within their role. The implications of the analysis for a person-centred approach during EHCP assessments and Annual Reviews are discussed.  相似文献   

Developing Students’ Intercultural Competence through Authentic Video in Language Education     

Lingfen Zhang 《Journal of Intercultural Communication Research》2020,49(4):330-345

ABSTRACT

This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education.  相似文献   

Post-secondary education for young people with intellectual disabilities: A systematic review of stakeholders’ experiences     

《Educational Research Review》2019

Post-secondary education (PSE) is an important option in the educational and employment paths of students with intellectual disabilities (ID). However, PSE for young adults with ID is not in wide use across the world. Different issues might affect the geographical spread of PSE programmes. Some of these are related to the attitudes, expectations and/or funding for those programmes. In this systematic review, the PSE experiences of different stakeholder groups (young adults with ID, their parents, PSE staff and students without a disability) were examined by reviewing findings across 22 studies that investigated PSE for students with ID. This examination encompassed attitudes and motivation to engage with PSE, as well as stakeholders’ perceived barriers and facilitators in accessing and remaining in the three PSE models (separate, inclusive and mixed). Students with ID and their parents were the stakeholder groups least represented in the available evidence. Findings suggested that most stakeholder groups reported positive experiences of PSE derived mostly from gains in social skills and independence. Several barriers to accessing PSE were reported by each group, namely physical and academic barriers by students with ID, an understanding of the PSE system by their parents, and the lack of training by PSE staff. Evidence from the present review seems to indicate that inclusive PSE models were associated with a more positive experience across stakeholder groups.  相似文献   

Diversity training,inclusive education and our inevitable lament     

Ben Whitburn  Tim Corcoran 《Journal of Research in Special Educational Needs》2021,21(Z1):17-24

As education systems the world over acknowledge the significance of supporting students with disabilities and related conditions to maintain school enrolment, building the capacity of educators to fulfil an inclusive ambition is frequently promoted through activities like awareness training. Here, the intention is to potentially change how people living with disability are understood and related to. Traditionally, awareness raising work relies on psychological interventions targeting human being’s cognitive-behavioural triumvirate – thoughts, feelings and behaviours, nudging public policy and individual attitudes to sustain such changes. Yet, an inevitable lament typically befalls researchers and practitioners when inclusive ideals are not reached through the promotion of human rights, individualised support and positive attitudes. Advancing a conceptual approach to orientating to difference resourced by theory from critical psychology, critical disability and affirmative ethics, our discussion seeks to question the validity of current orientations to awareness training in favour of engaging difference differently. The discussion is relevant to education policy makers and practitioners seeking to reduce inequities, particularly among students living diverse ways of being within mainstream populations, so they might engage difference differently to reduce school exclusion.  相似文献   

采用CIPP模式开展发展性课堂教学评价   总被引：2，自引：0，他引：2  

史晓燕 《教育理论与实践》2003,(17)

CIPP模式含四个评价阶段,适用于学校及教育项目评价。反映发展性课堂教学评价的基本理念,实际评价活动可以评价课堂教学目标的制定、评价教学方案的设计、评价教学活动的过程、评价教学成果基本程序展开。要有效地开展发展性课堂教学评价,应选择适宜的评价者、以多元的价值观确定评价标准、强化整个评价过程的改进激励功能。  相似文献   

初等教育专业(专科)课程体系构建的研究与实践   总被引：2，自引：0，他引：2  

周月朗 《教育理论与实践》2004,(16)

根据社会和教育发展的需要,结合当今小学教育课程改革和实施素质教育的要求,初等教育专业的培养目标应确定为:培养能主动适应现代社会和初等教育改革发展需要的德、智、体、美等方面全面发展的复合型小学骨干教师;以此为基础,构建以科学文化基础知识、学科专业知识、教育专业知识、教育技能和教育态度为主要内容、以必修课和选修课为基本类型的课程体系;同时要重视课程的实施与评价。  相似文献   

Havighurst's Developmental Tasks,Young Adolescents,and Diversity     

M. Lee Manning 《Clearing house (Menasha, Wis.)》2013,86(2):75-78

The Harry Potter series furnishes many instances of both good and bad teaching. From them, we can learn more about three principles outlined in How People Learn (National Research Council 2000a). (1) Teachers should question students about their prior knowledge, as Professor Lupin does before his lessons; (2) we should encourage students to develop theoretical contexts in which to organize facts, perhaps through Socratic dialogue such as Professor Dumbledore uses with Harry; and (3) we should promote metacognition, as Harry, Ron and Hermione use when they discuss their successes and failures.  相似文献