排序方式： 共有59条查询结果，搜索用时 78 毫秒
51.
Teachers’ learning and occupational well‐being is crucial in attaining educational goals both in the classroom and at the school community level. In this article teachers’ occupational well‐being that is constructed in teaching–learning processes within the school community is referred to as pedagogical well‐being. The article focuses on exploring teachers’ experienced pedagogical well‐being by examining the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study aims to: (1) identify the primary contexts of teachers’ experienced critical incidents of pedagogical well‐being; and (2) determine the kind of action strategies teachers have adopted in these contexts when they are reported as empowering and engaging. The study included data collected from the teachers of nine case‐schools around Finland. Altogether, a selected group of 68 comprehensive school teachers, including both primary and secondary school teachers, were interviewed. Our results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers’ pedagogical well‐being. Success in both the pedagogical goals and more general social goals seem to be fundamental preconditions for teachers’ experienced pedagogical well‐being. Further investigation showed that teachers’ approaches to socially challenging situations varied. Results suggest that teachers’ pedagogical well‐being is centrally generated in the challenging social interactions of their work. Moreover, the way in which a teacher acts in the situation is found to be a regulator for experienced pedagogical well‐being. 相似文献
52.
This longitudinal study examined gender differences in motivation and the role of reading prerequisites, that is phonemic and comprehension skills, in the formation of motivational tendencies from kindergarten up to grade 1. The longitudinal sample consisted of 157 Finnish-speaking children. Teachers rated children's adaptive goals, (i.e. task orientation and social dependence orientation) at four points of time, kindergarten-spring, preschool-fall, preschool-spring and in the fall of grade 1. Children's phonemic awareness and language comprehension skills were assessed in kindergarten at the initiation of the study (i.e. initial phoneme identification, rhyming, writing of the alphabet, listening and instruction comprehension). Word reading and reading comprehension skills were assessed at the end of grade 1 in the three groups of children at risk for reading failure and in children with high reading prerequisites. The results showed that gender and early phonemic and language comprehension differences were associated with divergent motivational-developmental trajectories. Children with low phonemic or low language comprehension skill showed higher social dependence and lower task orientation over time than children with high initial reading prerequisites. In particular, boys with low reading prerequisites underwent a negative motivational change. The group of children who had poor phonemic and poor language comprehension skills showed most unfavorable development of motivation and reading. Findings concerning motivational trajectories are discussed with regard to the lack of fit between child's competence and curriculum demands. 相似文献
53.
This study examines the role of learned societies as publishers in Finland based on bibliographic information from two Finnish databases. We studied the share of learned societies' peer‐reviewed publication channels (serials with ISSNs and book publishers with distinct ISBN roots) and outputs (journal articles, conference articles, book articles, and monographs) in Finland. We also studied the share of learned societies' open access (OA) publications. In 2018, there were 402 peer‐reviewed publication channels in Finland. In 2011–2017, the number of peer‐reviewed publications from scholars working in Finnish universities and published in Finland was 17,724. Learned societies publish around 70% of these channels and publications, mostly in the fields of humanities and social sciences. Learned societies in Finland focus on journal publishing, whereas university presses and commercial publishers focus on book publishing. In 2016–2017, 38.4% of the learned societies' outputs were OA. This study concludes that Finnish learned societies play an integral part in national scholarly publishing. They play an especially important role in journal publishing, as commercial publishers produce only 2.6% of Finnish journals and book series, and only 1.4% of the journal articles from scholars working in Finnish universities. 相似文献
54.
55.
Electromyographic (EMG) activity of the leg muscles and the ground reaction forces were recorded in 17 elite male middle-distance runners, who performed isometric maximal voluntary contractions (MVC) as well as running at different speeds. Electromyograms were recorded from the gluteus maximus, vastus lateralis, biceps femoris, gastrocnemius and tibialis anterior. The results indicated that the averaged EMG (aEMG) activities of all the muscles studied increased (P?<?0.05) with increasing running speed, especially in the pre-contact and braking phases. At higher speeds, the aEMG activities of the gastrocnemius, vastus lateralis, biceps femoris and gluteus maximus exceeded 100% MVC in these same phases. These results suggest that maximal voluntary contractions cannot be used as an indicator of the full activation potential of human skeletal muscle. Furthermore, the present results suggest that increased pre-contact EMG potentiates the functional role of stretch reflexes, which subsequently increases tendomuscular stiffness and enhances force production in the braking and/or propulsive phases in running. Furthermore, a more powerful force production in the optimal direction for increasing running speed effectively requires increased EMG activity of the two-joint muscles (biceps femoris, rectus femoris and gastrocnemius) during the entire running cycle. 相似文献
56.
Rautanen Pihla Soini Tiina Pietarinen Janne Pyh&#;lt&#; Kirsi 《European Journal of Psychology of Education - EJPE》2021,36(3):653-672
European Journal of Psychology of Education - The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support... 相似文献
57.
阿赫提-维科·皮尔塔瑞南 《中山大学学报论丛》2008,1(3)
本文介绍由塔斯基的立体几何导出的球态语义学,并将其应用于自然语言中的动词体现象.球态语义学特别适合应用于英语的进行体.这种方法有以下优点:(i)它扩展了区间式语义,并同时避免了其缺陷,(ii)它解决了未完成体难题,(iii)它的解决方法无需诉诸最终结果策略.逻辑方法一般被认为难于处理自然语言的动词体问题.基丁点的时间结构以及建立在该结构之上的经典普莱尔时态逻辑([18])太弱了.而基于区间的时态语义则缺乏足够的表达力,并且难以解释进行体([4,8]).本文给出一种新的基于球上整体-部分关系概念的模型和时态语义.这种球态语义学建基丁塔斯基1927年引入的立体儿何之上.与基丁点和基丁区间的语义不同,在球态语义学中很多动词体区分都能由统一的逻辑方法刻画.在一个由封闭球构成的论域中,可达关系由相切性概念给出.相应地,我们可定义外切、内切、外径、内径以及同心等基本概念.与区间式语义不同,球是论域的初始概念,球态语义学不是在时间段而是在球中对事件赋值.冈此,仅将时间区问作为初始概念而不承认其端点初始性的问题不复存在.英语中的进行体由球上的连续行动米刻画.行动是非终止的,只要球没有由外切相离.相应地,外切相离刻画动作完成.我们区分在均匀球和非均匀球中发生事什的整体-部分关系.非持续动作视为直径为零的同心球.球态语义学根据动作或执行完成的时刻米定义时间概念,其中不需要时间端点的概念.在保持与基于区间的时间模型类似的基础上,球态语义学暗示了一种关于可能世界的定性概念,并且它有利于解决时间的循环概念问题. 相似文献
58.
This article focuses on exploring comprehensive school teachers’ professional agency in the context of the most recent school
reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises
on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school
reform. Teachers’ perceptions and the relation between their perceptions of the development work and their educational backgrounds
were empirically examined by means of essays entitled “Remembering the Future.” Results suggested that both teachers’ perceptions
of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation
showed that teachers’ perceptions of the reform and of themselves within the reforms were interrelated. More specifically,
perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of
the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were
very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge
for the teachers’ active professional agency in educational reforms seems to be the lack of shared and informed assumptions
of how change can be brought about. 相似文献
59.
Rautanen Pihla Soini Tiina Pietarinen Janne Pyhältö Kirsi 《European Journal of Psychology of Education - EJPE》2022,37(3):989-992
European Journal of Psychology of Education - 相似文献