物理教学中的情商教育之浅见     

黄峥  黄荣胜 《江西教育学院学报》2005,26(6):60-62

随着社会的发展和人才观的改变，重视学生的心理健康教育已成为每一位教师的使命。本文从任课教师的角度，阐述了在教学中实践对学生的心理健康教育，尤其是情商教育的必要性和可能性。同时例举了物理教学中实施心理健康教育的具体做法。  相似文献   

情与爱·去与留·生与死——《雪国》人物关系解析     

洪丽霁 《楚雄师范学院学报》2007,22(7):57-62

川端康成的《雪国》是一部具有恒久艺术魅力的名作。小说中4个主要人物之间存在着以情与爱为基础,受去与留、生与死影响而一直处于变动之中的复杂关系。这样的人物关系又与小说的主题意蕴存在一种内在的联系,充分体现了川端康成艺术构思的精细与巧妙。  相似文献   

Use of Computer Modeling of Site-Directed Mutagenesis of a Selected Enzyme: A Class Activity for an Introductory Biochemistry Course     

Jones  Marjorie A.  Shoffner  Raymond  Friesen  Jon 《Journal of Science Education and Technology》2003,12(4):413-419

For an introductory undergraduate biochemistry class, we developed an interactive, out of classroom, team project that would allow students to gain a better understanding of protein structure and function. This project involved the use of the molecular visualization program RasMol and computer simulated site-directed mutagenesis of selected amino acids of the enzyme, Uroporphyrinogen decarboxylase. Survey data from students after completion of the project indicated that they had developed a more complete understanding of protein three-dimensional structure leading to functionality.  相似文献   

Reframing ‘well-being’ in schools: the potential of recognition     

Anne Graham  Mary Ann Powell  Nigel Thomas  Donnah Anderson 《Cambridge Journal of Education》2017,47(4):439-455

In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools.  相似文献   

Parents and professionals working together: turning the rhetoric into reality     

Gillian Morrow  Nigel Malin 《Early Years: An International Journal of Research and Development》2004,24(2):163-177

Parental involvement and participation, partnership with parents, and community‐focused development are important features of government initiatives such as the Sure Start project for children under four years of age and their families. A common feature of the rhetoric is ‘empowerment’ as a means of achieving this. This article describes the activity and development of the Parents Committee in one Sure Start programme and uses this to tease out different dimensions of empowerment. In particular, it highlights issues regarding developing empowerment and the dynamic tension between the growth of personal power and the changing symmetry of power relationships. A tentative model of the trajectory of developing empowerment is presented. This may raise challenges for professionals seeking to fulfill their professional role in a complex context and questions as to whether, or how, it might be possible to better prepare professionals for this dimension of their work.  相似文献   

浅论"纲要"课教学中的几对关系     

刘长贵 《南京晓庄学院学报》2007,23(5):58-60

《中国近现代史纲要》是高校思想政治理论课中的一门新课。课程的教学没有现成的经验可循,只能在实践中不断探索。处理好该课程教学中存在着的几对主要关系,有利于更好地实现课程目标:处理好"史与论的关系"、"主与次的关系"、"显与隐的关系",能实现教法的优化;处理好"客与主的关系"、"讲与议的关系"能实现学法的优化;处理好"知与行的关系"能实现实践法的优化。根据需要灵活地处理好这几对关系,使教学手段围绕教学目标有机组合,可以更好地提高课程教学的实效性。  相似文献   

The protective role of teacher–student relationships against peer victimization and psychosocial distress          下载免费PDF全文

Michael L. Sulkowski  Jessica Simmons 《Psychology in the schools》2018,55(2):137-150

This study examined whether teacher–student relationships protect against peer victimization and its negative psychosocial effects (i.e., depression, anxiety, and stress). Additionally, the influence of teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline was investigated as these variables were expected to be negatively related to the former. Data were collected from high school‐aged adolescents (N = 539; 51% female) in the U.S. Southwest. Study results indicate that teacher–student relationships buffered against experiencing psychosocial distress associated with peer victimization. Although positive teacher–student relationships, peer relationships, and students’ perceptions of school order and discipline all were negatively associated with peer victimization and psychosocial distress, teacher–student relationships were robustly related to peer victimization and psychosocial distress over the influence of the previous variables. In other words, as a key study finding, teacher–student relationships may reduce the impact of peer victimization by mitigating its negative psychosocial effects in a robust yet relatively unexplored way. Therefore, although more research is needed, fostering positive teacher–student relationships might be an effective way to reduce peer victimization as well as its negative effects.  相似文献   

Teachers’ interpersonal relationships and instructional expertise: How are they related?     

《Studies in Educational Evaluation》2020

This study explores new directions to study and combine measurements of instructional expertise and teachers’ interpersonal relationships with students. The sample comprises 34 in-service teachers. The My Teacher questionnaire (MTQ) was used to operationalize teachers’ instructional expertise. The Questionnaire of Teacher Interaction (QTI) was used to describe teachers’ interpersonal relationships with students. Hypotheses were tested using circular mixed-effects models. Results indicate that teachers’ interpersonal relationships differ at successive levels of instructional expertise. Results further indicated that increases in instructional expertise are associated with a sharp decrease in the within-class variance in interpersonal relationships. Specifically, the higher teachers’ instructional expertise, the more teachers' interpersonal relationships are described as “directing” and “helpful” by all students in the class.  相似文献   

健美操教学中学生站位不同对其综合素质影响的实验研究     

姜雪婷 《体育科技文献通报》2010,18(4):57-59

通过调查研究和教学实践,以及对未来高校体育教学改革发展的认识,对健美操教学中传统的站位法进行了改革。通过对我校健美操教学改革前后的教学对比分析,对健美操教学改革中学生位次改变对其综合素质的影响作了一定程度的探讨。目的是摆脱传统的班级固定位次授课法的束缚,开创学生积极主动的学习新模式,培养终身体育意识以及能力。  相似文献   

茶小绿叶蝉优势种的归属的分子依据   总被引：2，自引：0，他引：2  

付建玉  韩宝瑜 《科技通报》2005,21(5):549-552,556

从中国农业科学院茶叶研究所的国家茶树资源圃随机采集茶小绿叶蝉个体,用RAPD标记技术,拟从DNA水平上探索茶小绿叶蝉个体间的遗传距离和亲缘关系,为茶小绿叶蝉优势种的归属提供分子水平上的依据。所选的14个随机引物共扩增出81条谱带,59条多态性条带,多态性为72．84％,表明叶蝉个体间有较丰富的遗传多样性,但未发现可以区别不同种的特异性条带和引物。UPGMA法聚类分析也表明,叶蝉个体间遗传距离在0．17～0．46之间,说明茶小绿叶蝉的遗传基础较一致,存在异种的可能性几乎没有。本文为茶小绿叶蝉的优势种的归属提供了一定的分子基础,结合前人对茶小绿叶蝉的形态学研究,认为茶小绿叶蝉的优势种为假眼小绿叶蝉,小绿叶蝉未在茶园中未形成种群。  相似文献