"成功智力"理论的教育诠释   总被引：3，自引：0，他引：3  

杜晓利  冯雷钢 《开封教育学院学报》2003,23(1):57-59

R@T@斯腾伯格提出的成功智力理论认为人人都可以成功,强调人在智力上只有智力结构的不同,而没有等级的差别.这是心理学界关于智力研究和定义的一次较新尝试.对我国的教育理论研究和教育实践操作都有重要的启示.  相似文献   

如何成为一名成功校长     

杨素珍 《教育理论与实践》2004,(1)

做为一名校长,要想成为成功校长,必须从以下几方面进行努力:具有崇高的责任感和使命感;具有现代的教育观和办学理念;具有卓越的管理才华;具有显著的工作业绩。  相似文献   

口译技巧中的图式理论研究     

陈细竹  赵书敏 《赣南师范学院学报》2003,(4):115-117

本研究试图通过有关背景知识的口译实验,探讨背景知识(即图式)对英汉口译过程的影响。研究结果表明:背景知识有助于提高口译成效;口译成效与英文语言水平相关,但语言水平的缺陷可以通过背景知识来弥补。  相似文献   

University–School Partnerships in English Pre-service Teacher Education: A Dialogic Inquiry into a Co-teaching Initiative     

Fleur Diamond  Graham Parr  Scott Bulfin 《Changing English: An International Journal of English Teaching》2017,24(3):266-284

Evidence has been accumulating for some time about the impact of standards-based education reforms on schools and schooling, but there has been little research investigating the influence of these reforms on university-based initial teacher education (ITE). This article critically inquiries into the effects of these reforms on an ITE co-teaching project where a secondary English teacher in a school was seconded to work for a year as a teacher educator in an Australian university in a praxis-based partnership. Using Cavarero’s framing of ‘who’ and ‘what’ narratives, and Bakhtinian discourse theory, the authors present three autobiographical narratives exploring different perspectives on their experiences in the co-teaching partnership. The article affirms the value of school–university praxis partnerships for speaking back to standards-based reforms, but acknowledges that this speaking back involves complex relational and dialogic work in grappling with institutional and system-wide policies and practices.  相似文献   

University Graduates with Learning Disabilities Define Success and the Factors that Promote It     

Susie Russak  Ariella Daniel Hellwing 《International Journal of Disability, Development & Education》2019,66(4):409-423

ABSTRACT

The concept of success has been investigated before, primarily with an emphasis on explanatory factors among highly successful individuals. Voices of individuals with any form of disability are generally missing from this discourse. This qualitative study examined definitions of success as well as the factors that promote it amongst graduates with learning disabilities from a university faculty of education, thereby inviting an inclusive dialog around a heretofore socially and educationally exclusive topic. A participatory action framework was chosen allowing the participants to take an active role in the enquiry. This approach was a natural offshoot of the community of learners that the graduates had participated in during their studies. While success was defined as a multifaceted concept accounted for by multiple factors, many of the findings aligned with those reported in previous studies. However, several unique themes emerged; success as a relative concept, ‘paying it forward,’ and the disability as a driving force. Instances of overlap between definitions and factors emphasised inherent connections between beliefs and actions. Practical implications for support services for students with special needs, in higher education, are considered in light of the findings.  相似文献   

题材创新与艺术拾穗——电视剧《恰同学少年》双解     

黄清 《湖南大众传媒职业技术学院学报》2007,7(5):64-66

电视剧《恰同学少年》在重大革命历史题材剧上有着新的突破:别具一格的切入点,与青春偶像剧成功对接,贴近社会现实;在艺术上,《恰》剧的成功主要表现为:写实与写意相结合的叙事风格,在差异中塑造人物形象,神似与形似相统一的表演创作等。  相似文献   

A preliminary study of multiple college admission criteria in Taiwan: the relationship among motivation,standardized tests,high school achievements,and college success     

Tzu-Ling Hsieh 《高等教育研究与发展》2019,38(4):762-779

ABSTRACT

A new college admission policy will be implemented in Taiwan in 2022. The purpose of this study was to understand the relationship between admission criteria and college success. Data was obtained from the Taiwan Higher Education Database; a sample size of 8443 students from 156 universities was used in this study. By using the structural equation model, this study tested a research model that included factors such as motivation, standardized test scores, high school achievements, and college success. The findings revealed that the General Scholastic Ability Test scores (in Chinese, English, Social Studies) and high school average academic grades are significantly associated with college success. A student’s motivation to complete a certain major can significantly predict the quality of student effort and influence college success. These findings highlight the importance of some admission criteria and provide practical implications for educational policy-makers, school administrators, students, and parents.  相似文献   

梁衡精神之旅——寻找梁衡成功的原因     

刘国云 《北京教育学院学报》2006,20(2):15-20

梁衡是人民日报副总编,著名散文家。他的散文作品、新闻理论等已被社会各界广泛认可,业内专家学者高度认可。探究梁衡成功的原因,一是丰富的人生阅历,二是完备的知识结构,三是科学的治学态度,四是理想信念与道德修养。  相似文献   

基础良好推进扎实成效抢眼持续发展--电大总结性评估的阶段总结与思考     

李平  林松涛 《现代远程教育研究》2005,(6):5-10

“中央广播电视大学人才培养模式改革和开放教育试点“项目已进入总结阶段,为此,教育部决定对该试点项目开展全面检查与评价的总结性评估.本文从宏观视野,对总结性评估开展的第一个阶段的推进、成效以及实现持续发展尚待破解的一些问题和难点进行了全面的梳理、总结,并提出了相应的指导性意见.  相似文献   

美国学校辅导员的学生成功技能干预     

杨会会  刘亚军 《外国教育研究》2007,34(9):61-63

学生成功技能是指学业成功所必备的技能。学校辅导员的学生成功技能干预是美国学业成就研究领域的一项新进展。研究表明,通过辅导员实施学生成功技能干预可以有效地提高学业成就。  相似文献