Supervisor Cultural Humility Predicts Intentional Nondisclosure by Post-Master's Counselors     

Ryan M. Cook  Connie T. Jones  Laura E. Welfare 《Counselor Education & Supervision》2020,59(2):160-167

The authors examined supervisor cultural humility as a predictor of supervisee intentional nondisclosure. Using multiple regression in a sample of 101 post-master's counselors, the authors found that 20% of supervisees' intentional nondisclosure was explained by their perceptions of their supervisors' level of cultural humility.  相似文献   

高职院校Photoshop课程的线上教学实践研究     

胡晓禹  王俏 《中国现代教育装备》2021,(7):146-148

基于Photoshop课程和高职院校学生的特点分析,采用网络教学资源、屏幕录像软件及QQ群相结合的教学模式开展线上教学,旨在探索适宜学生学习的线上教学模式,增加学生的学习自主性和学习乐趣,实现分层化和个性化教学,并对教学效果进行评价分析,证明其可行性和适用性。  相似文献   

漫谈语言的文化录传功能     

白松  高明生 《开封教育学院学报》2007,27(3):27-29

语言作为一种特殊的社会现象,在人类生活中发挥着非常重要的作用。它既有心理方面的功能,更有社会文化方面的功能,其中研究语言对社会文化的录传功能、录传渠道和方式,对探索语言的发展及其内部规律有十分重要的意义。  相似文献   

论对目的犯之教唆和帮助行为     

邵维国 《新乡师范高等专科学校学报》2005,19(4):22-25

目的犯之“目的”,实质是犯罪动机,它是犯罪故意之外的独立的主观方面构成要件。对目的犯的教唆者、帮助者,只有明知目的犯之“目的”,才能与目的犯形成共同犯罪故意,并进而构成共同犯罪,其理论根据是“共同故意犯罪说”。  相似文献   

文学视域中的歧义与翻译策略     

潘莹  熊丽君 《湖南城市学院学报》2006,27(2):102-104

在文学翻译中,具有“陌生化”特征的“有意歧义”常常困扰着译者,是积极消解还是保留原作的“文学性”,两者难以抉择。在这种情形下,译者不能只为歧义的“消解而消解”,而应在敏锐识别作者语言意识和原作意图的同时,融入自己的“审美阅读”和“文学性”语言,凭借丰富的审美想象,运用创造性的语言,最大限度地再现蕴含其中的文学美学价值。  相似文献   

“停课不停学”时期在线教学实践与疫后在线教学改革的思考——以上海交通大学为例     

沈宏兴  郝大魁  江婧婧 《现代教育技术》2020,(5):11-18

疫情防控期间,教育部要求在保障师生健康安全的基础上做好"停课不停教、停课不停学"工作,各地学校纷纷在短时间内紧急筹备,从确定教学方式到部署信息化设施再到教师培训试讲,开展了大规模线上教学。文章以上海交通大学为例,分析了学校在"停课不停学"时期对在线教学方式和在线教学平台的选择,介绍了学校在线教学的质量控制与反馈情况,并对疫后在线教学改革进行了思考,探讨如何将在线教学的技术优势保持下去,并利用信息技术推动教学方法创新和教学模式变革,以加快实现人才培养和立德树人的根本目标。  相似文献   

转型期过度竞争与政府行为     

李怡 《河南师范大学学报(哲学社会科学版)》2007,34(5):87-90

过度竞争如同竞争不足一样,同样会带来经济运行效率的劣化.我国过度竞争的市场结构根源在于低进入壁垒和高退出壁垒并存.高退出壁垒既有一般的经济技术性退出壁垒,又有刚性较强的体制性壁垒,二者共同构成了企业推出的障碍.要实现市场的有效竞争,不仅需要产业内厂家建立竞合关系,而且需要消除行政性垄断导致的体制性退出壁垒.  相似文献   

Making Explicit the Analysis of Students’ Mathematical Discourses – Revisiting a Newly Developed Methodological Framework     

Andreas Ryve 《Educational Studies in Mathematics》2006,62(2):191-209

Sfard and Kieran [Kieran, C., Educational Studies in Mathematics 46, 2001, 187–228; Sfard, A., Educational Studies in Mathematics 46, 2001, 13–57; Sfard, A. and Kieran, C., Mind, Culture, and Activity 8, 2001, 42–76] have developed a methodological framework, which aims at characterizing the students’ mathematical discourses while they are working in groups. In this study, I focus on an important aspect of this methodological framework, namely the interactive flowcharts. The aim of this study is to suggest two complementary analyses for the construction of the interactive flowcharts: an additional analysis by means of the analytical construct of contextualization as well as an analysis of types of mathematical discourses. Based on data from a study of how four groups of Swedish engineering students collaboratively construct concept maps in linear algebra. I show that the two complementary analyses make the construction of the interactive flowcharts more coherent and transparent, and hence, more reliable. Furthermore, the two complementary analyses dramatically changed the picture as to whether the studied discourses were to be seen as mathematically productive or not. In the end of the article, I discuss the possibilities of performing the suggested additional analyses within the original methodological framework.  相似文献   

日常经验法：一种人格心理学研究方法     

陈红  陈瑞 《西南师范大学学报(人文社会科学版)》2006,32(2):8-12

日常经验法是一种在国外的人格心理学研究中普遍使用但在国内少见运用的研究方法。日常经验法是通过研究日常生活中不断发生的事件经验，研究人的思想、情感和行为进程的一种方法。根据对三种主要的日常经验，即样例经验、重建经验和发展中经验的分析，探讨了三种主要的日常经验法（间隔追随法、信号追随法和事件追随法）的界定、操作程序、优点和局限及其在中国文化背景下的运用价值。  相似文献   

Support provision for students with Special Educational Needs in Irish Primary Schools     

Richard Rose  Michael Shevlin 《Journal of Research in Special Educational Needs》2020,20(1):51-63

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.  相似文献