论教师的教育信仰及教师的教育幸福     

黄乾玉 《黔东南民族师专学报》2006,24(1):60-62

有信仰的人是幸福的。具有教育信仰的教师才能担当起教育责任，才能活出自身的生命价值，才能享受到人生的幸福。  相似文献   

我国男子自由式滑雪空中技巧训练内容分析   总被引：1，自引：0，他引：1  

刘春颖  戈炳珠 《天津体育学院学报》2005,20(6):29-30

研究目的:为国家集训队的专项技术训练提供反馈信息,为奥运周期第4年制定训练方案提出建议。研究方法:运用文献资料法、调查法、观察法、统计分析法对水池训练和雪上训练两阶段的动作选择、动作跳次、动作顺序进行研究。研究结论与建议:奥运周期第三四年,男运动员不宜使用bLL动作;应减少基础动作跳次,增加准备难度动作和比赛动作跳次。建议奥运周期第4年,应以比赛动作为主,准备难度动作为辅,基础动作只在恢复期训练课和特殊任务训练课中使用,并且应进行模拟比赛训练。  相似文献   

西林小学少儿男子乒乓球运动员专项素质与技术综合评价研究     

唐治华  恽冰  张志龙 《湖北体育科技》2001,20(1):104-106

为探索一条乒乓球传统运动学校少儿男子运动员训练的成功经验，本研究选择了14项专项素质和技术指标进行研究，运用聚类分析找出影响少儿运动员专项素质和技术的典型指标，计算典型指标中的专项素质和技术的权重值(Ri)，得出专项素质和技术在训练中所应占的百分比，制定出一套对典型指标进行单因素评价和多因素综合评价模型，为传统学校少儿乒乓球运动的科学训练和选材评价提供科学、客观的依据。  相似文献   

教育均衡发展综合测度的原则与方法   总被引：2，自引：0，他引：2  

姚继军 《教育科学》2008,24(3)

对教育均衡发展进行综合测度,有利于从整体上把握和研究教育均衡发展的现状及存在问题。但到目前为止,对如何建立教育均衡发展综合测度指标体系的研究还并不充分。结合目前研究存在的问题,本文探讨了教育均衡发展综合测度的原则与方法,并对未来的研究进行了展望。  相似文献   

Support teachers' beliefs about the academic achievement of students with special educational needs     

José Castro Silva  José Morgado 《British Journal of Special Education》2004,31(4):207-214

José Castro Silva, lecturer in sciences of education, and José Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers' beliefs about the academic achievement of school students with special educational needs. The 'support teachers' who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by 'general teachers'. The work of the support teachers is supervised and supported by 'special education team co-ordinators'. The study reported here set out to elicit the support teachers' beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including 'school climate', 'curriculum design' and 'teaching approach' contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to 'out-of-school' contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development.  相似文献   

建设特色图书馆,为读者就业服务     

黄德祥 《济宁师范专科学校学报》2006,27(6):83-84

建设特色图书馆，实行灵活的办馆模式和服务方式，树立新的办馆理念，坚持以人为本，注重培养实际应用型人才，帮助弱势群体实现就业再就业．引导求职者转变就业观念，掌握生产技能，增强创业才干，使图书馆的特色服务更符合社会生产的需要。  相似文献   

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献   

The contribution of the ontological turn in education: Some methodological and political implications     

Michalinos Zembylas 《Educational Philosophy and Theory》2017,49(14):1401-1414

This paper follows recent debates on the ontological turn in the social sciences and humanities to exemplify how this turn creates important openings of methodological and political potential in education. In particular, the paper makes an attempt to show two things: first, the new questions and possibilities that are opened from explicitly acknowledging the methodological and political consequences of the ontological turn in education—e.g. concerning agency, transformation, materiality and relations; and second, the importance of being clear about how educators and educational researchers conceptualize ontology and engage with debates on the ontological turn in related disciplines. The paper sketches some of the methodological and political implications of the ontological turn for education, focusing in particular on the concept of learning.  相似文献   

A Quantum Measurement Paradigm for Educational Predicates: Implications for validity in educational measurement     

Ian Cantley 《Educational Philosophy and Theory》2017,49(4):405-421

Abstract

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education.  相似文献   

The changing nature of autonomy: Transformations of the late Swedish teaching profession     

Wieland Wermke  Eva Forsberg 《Scandinavian Journal of Educational Research》2017,61(2):155-168

This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.  相似文献