直觉与习俗的撞击——简析厄普代克的短篇小说《A&P》主题   总被引：1，自引：0，他引：1  

哈旭娴 《江苏广播电视大学学报》2002,13(5):51-53

厄普代克是美国 2 0世纪颇有影响的多产作家 ,在他的作品中延续着一个主题 :个人需要与社会需求的冲突。个人需要与社会需求反映在一个人身上往往表现为个人直觉行为 ,以及对社会实用主义的趋同行为。这两种行为在厄普代克笔下的人物身上均有表现 ,一方无法取代另一方成为解决冲突的方向  相似文献   

我国教育政策价值的反思与前瞻     

祁型雨  李春光 《现代教育管理》2020,(3):29-35

教育政策价值是教育政策理论与实践最根本、最核心的问题。近年来我国制定和实施的一系列教育政策还存在着诸多问题,而造成这些问题的一个重要原因是,我国尚缺乏对教育政策价值观的思考。从主体需要来说,我国未来的教育政策要重视其直接利益相应人的利益;要适当扩大教育政策制定、执行和评价主体的范围;要重视共同利益、长远利益、弱势利益和未得利益,做到共同利益与政治利益、长远利益与眼前利益、强势利益与弱势利益、既得利益与未得利益兼顾。从客体属性来说,我国未来的教育政策要重视其公共性,做到政治性与公共性的统一;要提升教育政策的合理性,做到合法性与合理性具体的、历史的统一;要加强教育政策的协调功能,做到管理功能与协调功能并重。从效应关系来看,我国未来的教育政策要提升其内在价值,做到外在价值与内在价值的统一;要重视教育政策应然价值,做到实然价值与应然价值的统一;要重视教育政策的隐性价值,做到显性价值与隐性价值的统一。  相似文献   

论道德奖励的内涵与依据     

黄雁铃 《怀化学院学报》2008,27(7)

道德奖励是指对善者予以荣誉或物质的鼓励和奖赏。道德奖励有深厚的理论依据：人有物质和精神的双重需要;道德起源于人与人之间利益关系协调的需要;道德的精髓是“德得相通、德福一致”。  相似文献   

Assessing the counselling needs of high school students in Kenya     

Pius N. Nyutu  Norman C. Gysbers 《International Journal for Educational and Vocational Guidance》2008,8(2):83-94

The Student Counselling Needs Scale (SCNS) was administered to 867 participants recruited from high schools in Kenya. The data were analyzed using exploratory factor analysis yielding five factors: human relationships, career development, self development, social values, and learning skills were assessed. The findings highlighted the importance of using assessment instruments to identify students’ counselling needs in Kenya.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

Teacher Empathy and Attitudes Towards Individuals with Disabilities     

Monika Parchomiuk 《International Journal of Disability, Development & Education》2019,66(1):56-69

The article presents research results of a study aimed at determining the correlation between empathy understood as a personality disposition and general attitudes towards individuals with disability. The sample consisted of 300 special education teachers working with persons with intellectual disabilities in primary and secondary schools and institutions of rehabilitation, and 280 general education teachers working with able-bodied students in primary and secondary schools. Two instruments were used: Empathic Understanding of Other People Questionnaire, and the Scale of Attitudes towards Individuals with Disability. In the group of special education teachers, only Syndrome 2 of empathy was statistically significant for shaping the attitudes, whereas among teachers, Syndromes 1, 3 and 4 were significant. In Syndromes 1, 2 and 4, including the highest level of emotional, cognitive, motivational and communication aspects of empathy, the correlations were positive as expected. In the case of Syndrome 3, including the considerable level of cognitive empathy, the correlation was negative.  相似文献   

弗洛姆的性善论及其与孟子性善论的比较   总被引：1，自引：0，他引：1  

王元明 《天津师范大学学报(社会科学版)》2007,3(5):20-24

弗洛姆提出,人的本性既不是固定不变的本能欲望的总和,也不是无限可塑的社会文化的影子,而有其固有的特质。人的本性即第一潜能是善的,破坏性是人的第一潜能发展受阻的结果。虽然弗洛姆和孟子都主张性善论,但两者却有着根本的区别:前者把自我意识、自发的爱和自发创造性说成人的本性,是对人的基本精神需要探索的结果,后者把仁、义、礼、智及忠、孝说成是人的本性,迎合了封建统治的需要;前者高扬人的独立自主、爱己爱人、创造性,后者抹煞人的独立自主和创造性,反对爱己爱人,只讲亲亲、敬长;前者要求社会必须满足人的基本精神需要,后者要求人必须服从专制的等级制度。  相似文献   

From special tasks to extensive roles: the changing face of special needs teachers in Finnish vocational further education     

Raija Pirttimaa  Maija Hirvonen 《Journal of Research in Special Educational Needs》2016,16(4):234-242

Following the development of inclusive education in vocational education and training (VET), the discussion about the prevention of marginalisation and dropouts has increased. At the same time, the formal education system has strengthened the position of support services, such as special educational needs (SEN) teachers, social workers and counsellors. However, a confusion of roles in the work of SEN teachers seems evident. The changing work of SEN teachers has not been of great research interest in Finland. The focus has been mainly on SEN teachers at the secondary school level (Kivirauma and Kuorelahti, 2002; Ström, 1999). The work of vocational SEN teachers has been studied by Kaikkonen, 2010 and Hirvonen, 2006. SEN teachers comprise two groups in the field: one group supports vocational subjects and the other group supports general subjects. The aim of this study is to determine how SEN teachers of general subjects define the objectives of their work and how they organise pedagogical support. Ten SEN teachers in vocational colleges were interviewed. A qualitative analysis was performed. The main findings showed, on the one hand, an autonomous position and, on the other, a work model that can be described as a ‘traditional special needs education model’. However, the findings showed that the autonomous role was contradictory. SEN teachers did not emphasise the connection with the VET community or college‐based guidelines and directions. Moreover, although the consultative role exists, the findings showed that it is not a regular part of the work of SEN teachers.  相似文献   

我国特殊需要儿童教育诊断评估的研究现状与发展趋势   总被引：1，自引：1，他引：1  

王辉 《中国特殊教育》2007,(10):14-20

教育诊断评估是特殊需要儿童教育的起点,也是特殊需要儿童教育质量的保障。本文对近十年(1997-2006)国内关于特殊需要儿童教育诊断评估的研究成果进行分析、梳理、总结、概括,探讨国内特殊需要儿童教育诊断评估的研究现状及发展趋势,从而为我国特殊需要儿童的诊断评估的发展、完善提供借鉴。目前我国特殊需要儿童教育诊断评估研究反映出四个特征、六个问题与六个发展趋势。  相似文献   

再论学生的需要——兼作对现阶段合理对待学生需要的建议   总被引：2，自引：0，他引：2  

谭斌 《教育学报》2006,2(3):12-18

“学生的需要”是一种社会各界力量参与其中的社会建构,基本方向就是将孩子自发的“我想要”纳入到符合一定社会规范的轨道。在教育过程中,成人和儿童之间的关系可以用自由和控制的辩证法来表达。我们应在正确处理这对辩证关系的基础上,合理表述以及合理建构“学生的需要”。  相似文献