The relation between individual interest and knowledge acquisition          下载免费PDF全文

Jerome I. Rotgans  Henk G. Schmidt 《British Educational Research Journal》2017,43(2):350-371

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross‐lagged panel analysis (N = 186) and two quasi‐experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by‐product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective‐by‐product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed.  相似文献   

历史话语参照下的自由言说--品读《花腔》     

任联齐 《宁波职业技术学院学报》2005,9(6):74-76

从语言表层来看，李洱的小说《花腔》模仿了历史话语的叙事方式，但其真正意图恰恰在于颠覆历史话语；作者通过惟妙惟肖地编造一个政治寓言，用个人的方式对个人与历史、知识分子与革命力量、人性与理性等重大命题进行形而上的思考，揭示了知识分子在独特的革命历史中的独特命运。  相似文献   

阿德勒个体心理学对家庭教育的启示     

霍利婷 《中学教育》2008,(8):60-62

阿德勒个体心理学的主要概念包括自卑与补偿、社会兴趣、生活风格等。阿德勒认为家庭教育与儿童人格的健康发展休戚相关,父母有责任帮助孩子克服自卑感、培养其社会兴趣,使之形成良好的生活风格。这对现代家庭教育具有指导性意义。  相似文献   

主体精神与痛苦的承担--试论鲁迅前期小说中的死亡现象     

温玉林 《齐齐哈尔师范高等专科学校学报》2006,(1):49-51

五四反传统,树立了新的主体精神,也带来了新的个体关怀的问题,这问题在专业的思想家那里没有来得及思考,但是在鲁迅的小说中却有很多方面的描写,也有很多的思考,对于死亡该如何看,鲁迅认为该勇敢的承受痛苦,用理性克服痛苦。  相似文献   

汉末魏晋诗歌中浓郁的生命忧患意识     

李延江 《石家庄学院学报》2004,6(1):47-50

从先秦到汉末魏晋,诗歌在主题上发生了很大的变化,个体生命忧患意识逐渐成为诗歌的普遍主体。对个体生命的关注,对生死存亡的重视、感伤,对人生短促的感慨、喟叹,成为整个时代的典型音调。上至皇家贵族,下至中下层普通知识分子,都染上了这种时代的色彩,在其诗作中流露出浓重的人生悲凉感。  相似文献   

个人金融投资品种及风险的成因和控制     

郝云峰 《海南师范大学学报(社会科学版)》2004,17(6):123-124

随着经济的发展和人民生活水平的不断提高，如何选择风险小、收益高的投资品种使自己的个人财富得以保值增值，已成为我国居民十分关心的问题。股票市场、债券市场、保险市场、期货市场和外汇市场的形成为居民投资提供了多种选择，同时也使其风险控制成为日益突出的问题。金融投资风险管理的关键不是寻求完全避免风险，而是科学地评估风险，有效地应对风险，进而达到投资风险和投资收益的最优化配置。  相似文献   

大学生网络道德教育新探     

武宜娟 《沙洋师范高等专科学校学报》2005,6(4):9-12

互联网的迅猛发展既为当代大学生提供了广阔的活动空间，也给他们带来了许多网络道德问题，主要表现为网络道德意识的淡薄和网络道德行为的失范。为此，学校要积极面对网络带来的机遇和挑战，加强对大学生的网络道德教育。具体措施有：加强正面教育；改善大学生的网络内外环境；改进高校的德育工作方法；加大网络道德的校内外监控力度。  相似文献   

Technology student learning preferences and the design of flexible learning programs   总被引：1，自引：0，他引：1  

Peter J. Smith 《Instructional Science》2001,29(3):237-254

The learning preferences of three hundred and thirty eighttechnology students enrolled in sub-degree programs at an Australian institution of Technical andFurther Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and providesupportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although theresearch focussed on learning preferences the analysis also indicated support for theWholist-Analytic cognitive style proposed by Riding & Cheema (1991). Genderdifferences were shown for the Interest subscales of the CLSI. Age-group differenceswere shown for several Conditions of Learning and Modes of Learning subscales.Implications for the design of training programs, and the skillsthat may need to be developed in technology learners to enable effective use offlexible delivery, are also discussed.  相似文献   

教师为本适应市场--关于高校课程建设文化品格的思考     

刘南平 《河北北方学院学报(社会科学版)》2005,21(1):70-74

充分理解并运用市场经济规律的品牌战略原则、利益最大化原则和诚信原则,构建学校与教师的利益及道德认同机制,是高校在市场经济体制下,将课程建设"教师为本"的文化品格之应然,转化为可操作的建设信念及成果的必经之路;学校作为高校课程建设的一级决策主体、保障主体、管理主体和实施主体,应具备"教师为本,适应市场"的文化品格.  相似文献   

Adapting mentoring to individual differences in novice teacher learning: the mentor’s viewpoint     

Gisbert van Ginkel  Helma Oolbekkink  Paulien C. Meijer  Nico Verloop 《Teachers and Teaching》2016,22(2):198-218

Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site, post-mentoring conversation interviews with 18 mentors holding different mentoring conceptions, from different programs for Initial Teacher Education in the Netherlands. Four adaptive mentoring activities were identified: (1) aligning mutual expectations about the mentoring process, (2) attuning to the novices’ emotional state, (3) adapting the mentoring conversation to match the reflective capacity of the novice teacher, and (4) building tasks from simple to complex relative to the novices’ competence level. Adaptive mentors were (1) more likely to mention activities intended to support construction of personal practical knowledge and (2) less likely to mention activities intended to create a favourable context for novice teacher learning. Suggestions for using findings to enhance mentor adaptiveness are discussed.  相似文献