校本课程开发与学校文化重建     

WU Zhi-kui 《江苏教育研究》2008,(5)

校本课程开发实际上是学校整体发展的一次重新定位和自我设计,最终重塑学校形象,形成学校文化的过程。校本课程开发与学校文化有着内在的联系,学校文化制约校本课程开发,校本课程开发是学校文化建设的重要内容并促成学校文化的创生。鉴于课程变革中学校文化的主体性、多元性、合作性及开放性等品性的缺失,校本课程开发应秉承"校本"理念,凸显师生主体参与,重建学校文化主体性;整合多样态文化,实现学校文化多元共生;构建"参与文化共同体",重建学校合作探究文化。  相似文献   

论新建本科院校教学质量保证体系的建构--本科教育教学改革探索之二   总被引：1，自引：1，他引：1  

林华东 《泉州师范学院学报》2003,21(3):10-14

新建本科院校要加强教学质量建设,必须从制度和机制人手,着力构建教学质量的保证体系。章从教学质量的重要性、质量保证体系的框架与功能和教学质量保证体系的运行三个方面深入展开论述。  相似文献   

诗人的大情怀--论犁青     

谢冕 《海南师范大学学报(社会科学版)》2003,16(4):1-6

自古而今，所有第一流的诗人，所有第一等价值的诗歌，无不是那些为国家兴亡、百姓忧乐而激烈跳动的心灵所创造的。犁青的早期诗作，鲜明地表现了作为诗人的最为可贵的品质。即他把同胞的苦乐当成了自己的苦乐，他能够从自己出发，感同身受地体验并表达他所钟情的大众的悲哀和愤怒。伟大的80年代犁青迎接了他诗歌艺术的另一个收获期。他一边行走在祖国辽阔的国土上，一边辛勤地写作他所深爱的大地的赞歌。诗写得轻快，但却有一种记忆的重压。20世纪行将结束时，世界各地发生的重大事件，犁青几乎都在现场而成为亲历者和见证人。他目睹战争带来的巨大灾难，写下了一批充满激情的诗行。他的本色、勤奋和对人类的大爱，对他们命运的关怀，使他的声音充盈着智慧和热情，强烈的爱恨情仇，爆发出惊人的抒情的魔力。这位从闽南乡间走出来的诗人，因为获得了这样的大情怀，于是成为了国际性的诗人。  相似文献   

浅谈中学数学教学中创造性思维能力的培养     

蒲勋华 《贵州教育学院学报》2002,13(4):26-28

教学要更新观念，注重素质教育，要有利于学生创新能力的形成与发展，通过培养学生思维的批判性和发散思维能力，从面培养学生成为具有创新意识的开拓型人才。  相似文献   

Bridging form and meaning: support from derivational suffixes in word learning     

Nicola Dawson  Kathleen Rastle  Jessie Ricketts 《Journal of Research in Reading》2021,44(1):27-50

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Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education     

《Studies in Educational Evaluation》2021

Dropout stems from a complex, gradual process of decision-making in which the demands and benefits of university attendance are weighed. Early identification of at-risk students benefits from quick and large-scale screening instruments. This study presents the dimensionality of a screening instrument for students at risk of dropping out of Higher Education, integrating three scales: Academic Exhaustion, Satisfaction with Education and Dropout Intention. A sample of 611 first-year university students was considered in the statistical analysis. The results demonstrate evidence of internal and external validity as well as the reliability of the screening instrument scores. The differences in correlation coefficients between these three scales and the students’ intentions of completing the course and completing their education at their university, evaluated at two different points during the first semester, suggest that dropout analysis requires collecting information throughout the process of adjustment to higher education.  相似文献   

The role of academic competences and learning processes in predicting Bachelor’s and Master’s thesis grades     

《Studies in Educational Evaluation》2021

Writing an academic thesis is an important and complex task and the thesis grade should reflect students’ academic competences. The present study aims, firstly, at exploring how Bachelor’s and Master’s students self-evaluate their academic competences and approaches to learning and whether their evaluations differ from each other. In addition, the study aims at investigating how academic competences and approaches to learning are related to the thesis grades of Bachelor’s and Master’s students. The data consisted of 1 019 Bachelor's and Master’s students, all of whom completed an electronic questionnaire at the time of their graduation. The results imply that Bachelor’s students already possess a considerable number of academic competences. It seems that students’ organising skills should be supported, especially in the Bachelor phase. Finally, the present study raises the question of what the thesis grade actually measures if its relations to both learning processes and academic competences are questionable.  相似文献   

Teacher support and academic engagement among EFL learners: The role of positive academic emotions     

《Studies in Educational Evaluation》2021

Academic engagement and teacher support, as two important factors in education, have been largely neglected in the research literature of English as a Foreign Language (EFL) and applied linguistics. Given the facilitative role of positive emotions in learning processes, this study aimed to examine their mediating role in the relationship between teacher support and academic engagement among Iranian EFL learners. The participants were 435 EFL freshmen randomly selected via multi-stage cluster sampling. The data were collected through previously validated measures. The results of structural equation modelling showed that perceived teacher support could directly and positively affect academic engagement. Additionally, positive emotions mediated the relationship between teacher support and academic engagement. Finally, some important implications and suggestions for further research are presented.  相似文献   

Teacher judgments at zero-acquaintance: A social accuracy analysis     

《Contemporary educational psychology》2021

How accurate are teachers’ first impressions and what moderates the degree of first impression accuracy? In previous teacher judgment accuracy research, teachers judged students who were well-acquainted to them, focusing on single traits. Here, we follow the zero-acquaintance paradigm and apply the Social Accuracy Model (SAM; Biesanz, 2010) to examine teachers’ first impressions regarding students’ personality profiles. Three groups of perceivers (student teachers, experienced teachers and psychology students; N = 285) rated students’ (N = 10) academic self-concept, intrinsic motivation and intelligence based on brief videos. SAM analyses revealed that teachers were accurate regarding the average students’ profile of characteristics (normative accuracy), but were not successful at detecting students' unique personality profiles (distinctive accuracy). Moreover, likeable students and those evaluated as more physically attractive were perceived with higher normative accuracy. Personality similarity and teaching experience were unrelated to accuracy. Implications for teacher judgment accuracy research and educational practice are discussed.  相似文献   

IQ,grit, and academic achievement: Evidence from rural China     

《International Journal of Educational Development》2021

Promoting an educated labor force is critical for emerging economies. Educational achievement, in turn, depends heavily on general cognitive abilities as well as non-cognitive skills, such as grit. Current research, however, has not examined how cognition and grit may explain the academic performance of students in an economically disadvantaged context. Thus, this study examines how IQ and grit contribute to academic achievement gains for students in poor areas of rural China. Drawing on data from 2931 students in rural China, we measure general cognitive ability, using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Raven’s Standard Progressive Matrices (Raven IQ); non-cognitive ability, using the Short Grit Scale; and academic achievement, using a curricular-based mathematics exam. We find that IQ and grit each predict achievement gains for the average student. Grit is not positively associated with achievement gains among low-IQ students, however, suggesting that grit does not translate into academic achievement gains for students with delays in general cognitive ability.  相似文献