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91.
我国高校教师压力随着经济实力的增长,和教学改革的推进而不断增大,原因来自于社会、学校和自身各方面,本文主要通过与瑞典高校教师的压力的比较,吸取国外优秀的经验,解决我国对前存在的教师压力问题。 相似文献
92.
This paper deals with intercultural aspects of privacy, particularly with regard to important differences between Japanese
and the Western views. This paper is based on our discussions with Rafael Capurro – a dialogue now represented by two separate
but closely interrelated articles. The companion paper is broadly focused on the cultural and historical backgrounds of the
concepts of privacy and individualism in “Western” worlds; our main theme focuses on different concepts of privacy in Japan
and their sources in related aspects of Japanese culture. The interrelationship between our two papers is apparent in our
taking up identical or similar topics in each paper. Reading our two papers in conjunction with each other will bring about
deeper and broader insights into the diverse values and worldviews of Japan and Western cultures that underlie concepts of
privacy that at a surface level appear to be similar 相似文献
93.
动态全参数自调整BP神经网络预测模型的建立 总被引:8,自引:0,他引:8
本文从减少干预的思想出发,提出了BP神经网络动态全参数自调整学习算法,使得隐层节点和学习速率的选取全部动态实现,实现了学习速率和网络的适应能力,最后又将改善后的BP神经网络应用到经济领域中,得到了比常规经济学模型更优的效果。 相似文献
94.
魏琴 《青海师范大学学报(哲学社会科学版)》2011,33(6):98-101
当代华裔女作家任璧莲的成名作《典型的美国佬》被认为是新一代华裔美国文学的代表作。小说着意刻画了多元文化背景下人物的身份问题并对其进行了新的诠释。本文主要是通过分析主人公自我的体现,即对中国传统价值的认同和对美国梦的不同理解与追求方式,来探讨自我与美国梦对人物流动身份的影响,同时关注了作品开放式结局的寓意所在。 相似文献
95.
社会工作视角下的高校思想政治教育新模式 总被引:1,自引:0,他引:1
借鉴社会工作"助人自助"的价值观,运用社会工作专业辅导关系,采纳以处理"关系"为核心的社会工作服务主题,引进个案工作、小组工作、社区工作等社会工作方法,是新形势下思想政治教育改革创新的新途径。 相似文献
96.
John Smyth 《Journal of educational administration and history》2011,43(2):95-117
Sometimes an educational idea is inexplicably adopted around the world with remarkable speed and consistency and in the absence of a proper evidence base or with little regard or respect for teachers, students or learning. This paper examines what has arguably been the most contentious and virulent educational reform of the past half‐century. Variously labelled, in what amounts to the self‐managing school, what this reform has done is virtually dismantle public education and privatise it without public debate or proper scrutiny. This paper considers the alleged claims by the enthusiastic proponents and examines what has subsequently transpired, particularly in respect of the most disadvantaged students and the broader mission of improved learning. 相似文献
97.
Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
98.
Amanda Keddie 《British Journal of Sociology of Education》2011,32(2):221-238
Referring to the experiences of three Muslim refugee girls recently settled in Australia, this paper examines issues of schooling and empowerment. The paper draws on teacher and student interview data from a study that investigated inclusive approaches to addressing issues of cultural diversity in a secondary state high school in Queensland. The paper foregrounds the girls’ highly positive views of their experiences at the school; views that reflect the girls’ access to spaces of empowerment but belie the complexity and tensions involved in how empowerment was understood and approached by educators at the school. Theorising empowerment through poststructural understandings of agency, the paper examines conditions and ways of understanding that make possible spaces of empowerment for the girls. In particular, the paper argues for a reflexive approach to empowerment that is informed by an understanding of the framing discourses shaping minority student identity and a critical reflection on educator and school positionality. 相似文献
99.
This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control. 相似文献
100.
In this cross‐sectional study we investigated to what extent autonomous and controlled motivation and social achievement goals are associated with students’ emotional experiences at school. We found in a sample of 426 elementary school students, aged from 10 to 12 years, autonomous motivation (i.e. students’ engagement in class activities because they find such activities enjoying or personally important) and social development goals (i.e. students’ focus on developing meaningful social relationships) to be positively associated with positive emotions. In contrast, controlled motivation (i.e. students’ engagement in class activities because they feel coerced to do so) and social demonstration‐approach goals (i.e. students’ focus on demonstrating popularity) were positively associated with negative emotions. These associations remained significant even after controlling for perceived competence. Cluster analysis further showed that students high in autonomous motivation and social development goals and low in controlled motivation and social demonstration‐approach goals exhibited a better motivational profile compared to students high or low in all the above motivational variables. Results are discussed within the self‐determination theory and the social achievement goal perspective. 相似文献