大一新生的消极适应心理及应对策略     

余建林 《南平师专学报》2012,(4):56-59

在大一新生当中,“新生适应综合症”是一个普遍现象。许多新生进入大学的很长一段时间内不能很好地适应学校的新环境,容易产生各种消极适应心理。了解这些消极适应心理及其自我成因,并在心理、行为等方面进行自我调整和改变,有利于他们尽快适应大学生活,缩短大学适应期。  相似文献   

论德拉布尔小说中的作家自我镜像     

刘锦翠 《鸡西大学学报》2012,(9):131-132,140

以"镜像"为切入点,从德拉布尔小说的自传色彩、德拉布尔的创作心理来探讨作家如何在小说中探索自我,建构自我以及实现自我。指出德拉布尔以其充满自传色彩的作品,将现实生活和虚构文本进行了有机融合。  相似文献   

教师心理所有权的形成途径探析     

欧朝晖 《湘南学院学报》2012,(3):87-91

用自编的教师心理所有权形成途径问卷对1578名中小学教师进行了调查。采用探索性和验证性因素分析方法进行交叉验证。结果显示:(1)教师心理所有权形成的途径有三个:自我投入、知晓权和控制权。(2)自我投入、知晓权和控制权能有效的预测教师心理所有权,其中贡献最大的是知情权和控制权,最小为自我投入。  相似文献   

回归母亲——《诺德尼的洪水泛滥》中卡吕普索的三界     

李碧慧 《湖北第二师范学院学报》2012,(1):25-27

从拉康的"三界"理论来看,艾萨克.迪内森短篇小说《诺德尼的洪水泛滥》的女主人公之一卡吕普索的心理成长过程经历了从象征界的隐形,到想象界自我的确立,再到实在界与母亲的统一。迪内森通过颠倒拉康的"三界"顺序颠覆了拉康式的主体建立过程,并暗示了女性只能回归母亲才能找到自我。  相似文献   

内涵建设：高职院校发展的必由之路——以包头职业技术学院为例     

鲁鸿志 《包头职业技术学院学报》2013,14(1):21-24

结合学院内涵建设的改革实践,分析高职院校内涵建设应从战略高度认识、密切结合地区经济发展需求、加强校园文化建设、提高师资队伍水平等方面来进行,从而深化学校改革,提升人才培养质量,凸显自身特色,不断提高自身学校的综合实力和人才培养质量,达到增强自身能力,加快高职教育发展的目的。  相似文献   

双桨双舵船横驶靠泊方案     

陈锦标  封伟士  杨小军  肖英杰  周伟 《上海海事大学学报》2013,34(4):1-7

为提高靠泊安全性、降低靠泊成本、减少靠泊过程中对外力的依赖,基于MMG建模方法建立不同风、流情况下的配备双桨双舵和艏侧推器的船舶自主靠泊数学模型,得出横驶靠泊的左右桨及侧推器的动力配比.在此基础上对某实验船在不同风、流环境条件下的横驶靠泊方案进行研究,并给出具体的靠泊参考方案.  相似文献   

A “Do‐It‐Yourself” interactive bone structure module: Development and evaluation of an online teaching resource     

Peter Rich  Richard Guy 《Anatomical sciences education》2013,6(2):107-113

A stand‐alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using “in‐house” software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post‐presentation test scores for “users” compared with “non‐users” and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This “Do‐It‐Yourself” e‐learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy. Anat Sci Educ 6: 107–113. © 2012 American Association of Anatomists.  相似文献   

A porous,morphing, and circulatory mode of self‐other: decolonizing identity politics by engaging transnational reflexivity     

Sharon Subreenduth 《International journal of qualitative studies in education》2013,26(3):331-346

As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relationships between researcher and researched within our transnational research contexts. We argue that our reflexive approach to researcher self as non‐unitary I, circulatory mode of porous and shifting entities simultaneously fracturing and morphing into each other in relation to its changing webs of relationships and history, can bring different ways of understanding and working with the ever changing and interconnected global‐local cultural, social, and political conditions and contexts of education and research.  相似文献   

Constructing critical autoethnographic self-studies with white educators     

Julie L. Pennington  Cynthia H. Brock 《International journal of qualitative studies in education》2013,26(3):225-250

Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction.  相似文献   

Using activity theory to understand learning design requirements of patient self‐management environments     

Scott P. Schaffer  Lisette Reyes  Hannah Kim  Bart Collins 《Educational Media International》2013,50(4):329-342

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