都市和谐话语的构建——以西方媒体针对弱势群体的报道为例     

宋飞 《洛阳师范学院学报》2013,(6):41-45

以系统功能语法为理论依托,借助评价理论为分析工具,分析西方报刊网络媒体对弱势群体(乞丐、无家可归者、穷人、失业流浪者、非法移民、灾难受害者、难民等)报道中的话语特征,通过对比西方都市媒体对弱势群体消极与积极的话语表征,从积极话语分析角度建构处理弱势群体新闻的语言学模型。这种模型为当今中国政府、媒体处理复杂的群体身份、建构和谐都市、维护社会稳定提供一种决策思路。  相似文献   

大学生社交焦虑障碍与异性交往水平关系的研究   总被引：4，自引：0，他引：4  

温金梅 《教育理论与实践》2006,(8)

社交焦虑障碍是目前精神障碍中最常见的病症,也是严重困扰当代大学生的一种心理疾病,它直接对大学生的心理健康造成很大的威胁。患此病的病因很多,通过调查研究发现,人际关系不协调尤其是异性交往不恰当而导致的精神紧张、情绪不稳定是其中的病因之一。正确地引导大学生理智地、适当地进行异性交往,成为现代学校对大学生进行心理教育的一个重要方面。  相似文献   

论有效的课堂小组合作学习   总被引：30，自引：0，他引：30  

文涛 《教育理论与实践》2002,(12)

有效的课堂小组合作学习应关注小组合作成员的进步与发展;有效的课堂小组合作学习应建立在小组合作成员整体合作和适度竞争的基础之上;教师应是小组合作学习的促进者;有效的课堂小组合作学习不仅要关注学生认知目标的实现,更要关注学生情感目标的实现。  相似文献   

从公有学前教育资源占有者的构成看学前教育的公平性   总被引：3，自引：0，他引：3  

徐雨虹  陈淑华 《幼儿教育》2007,(4)

公有学前教育资源分配存在不公平现象。政府可以通过宏观调控,将学前教育投资公开化、公平化,逐步取消幼儿园评级制度,建立弱势群体保障制度,为弱势群体提供教育投资咨询服务,以打破学前教育中的“马太效应”,推进学前教育公平建设。  相似文献   

Evaluating Group Use of the Information Commons     

Michael J. Whitchurch 《College & Undergraduate Libraries》2013,20(1):71-82

Evaluating the effectiveness of an information commons has been discussed in many venues since the concept was first implemented. The Harold B. Lee Library at Brigham Young University confronted this same struggle. After two years of activity, the information commons had not been assessed to see whether the purposes for which it was planned were being fulfilled. This paper describes its first assessment. Measuring the number of groups who used the information commons over the period of two years, the assessment showed that indeed the commons is being used to a great extent for group work, one of the goals set for the creation of the information commons.  相似文献   

Aspects of consistency and inconsistency in secondary humanities PGCE courses with ‘perfect’ Ofsted grades     

Anne Sinkinson 《International Journal of Research & Method in Education》2013,36(1):33-54

Abstract

Detailed enquiry into the learning process requires in‐depth case studies of individual learners, which involves the ‘subjects’ in considerable time commitments, and the risk of exposing their personal limitations as learners. Case studies into learning can be informative for the researcher, but could also be threatening to the researched. The present article considers a research project where a key principle was that the ‘research subjects’ should feel that they were benefiting from being involved in the research. The students who committed time to the project were considered to be colearners. The core of the article is a dialogue constructed around one colearner's comments, as a narrative device to illustrate the frustrations and rewards of being the ‘subject’ of the research process. The extent to which the composed text can be considered to represent the authentic voice of the colearner is discussed.  相似文献   

Walking the walk: Rasch analysis of an exploratory survey of secondary teachers’ attitudes and understanding of students with learning difficulties     

《Australian Journal of Learning Difficulties》2013,18(1):1-9

Abstract

This paper describes the use of low stakes Rasch analysis to examine the findings of a 2004 survey focused on secondary teachers’ attitudes and understanding of students with learning difficulties. The responses of 280 secondary teachers from across Queensland have been interpreted in complementary ways. Two sets of quantitative data were subjected to analysis using the Rasch model for rating scale data (Andrich, 1988; Bond & Fox, 2001). Attitudinal data was collected by Liken scale responses while data obtained from statements about student characteristics was analysed for understanding. These results were linked to demographic indicators and to qualitative data of selected teacher groups. This exploratory study revealed a uniformity of teacher attitude and understanding regardless of demographic indicator. This has significant implications for teacher educators, pedagogy, school organisation and culture as well as for the large numbers of students with learning difficulties enrolled in secondary schools.  相似文献   

Talking about death: Implementing peer discussion as a coping mechanism to overcome fears about dissection,death, and dying     

Sanet Henriët Kotzé  Calvin Gerald Mole 《Anatomical sciences education》2013,6(3):191-198

Many studies have reported on the perceptions of medical students toward dissection. It is important to understand the feelings and symptoms experienced during dissection so that they can be adequately handled. Prior to dissection, first year students are given lectures on aspects of dissection, death and dying, and death rituals in various cultures. Two separate questionnaires, one given during the first week of dissection and another given one month into the program were then completed anonymously by dissection groups. The questions were designed to be open‐ended, thereby encouraging group discussion amongst students. The questionnaires were used to determine the perception of students to dissection and to discover if these perceptions change during the dissection program. The first questionnaire revealed that students do experience fears and anxiety prior to and at the beginning of dissection; however, most of these fears dissipated by the time of the second questionnaire. One month into dissection students cited talking to peers as their main coping mechanism and fewer students mentioned emotional detachment from their cadaver as a coping mechanism, as was the case in the first questionnaire. Dissection was perceived as a positive experience by our student cohort and most students cited the main advantage of dissection as the ability to visualize organs in three dimensions. The comprehensive answers received from the students indicated that thorough discussion of feelings amongst peers occurred, introducing students to an important coping mechanism at an early stage of their learning. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

Basic Approaches     

Frederick Mayer 《College Teaching》2013,61(3):106-109

Abstract

Communication abilities, conflict management, and delegation are all important to students' success in the work force. Instructors often simulate situations that give students skills in these crucial areas by assigning group projects. It is often difficult for instructors to select individuals who will work successfully together. Common methods for selecting groups, many of which are ineffective, are discussed. A student self-assessment method used by the authors to group students according to their skills is described. The method, used for two years in both sophomore-and senior-level courses, has been proven to prevent intragroup skill imbalances.  相似文献   

Keeping Early Finishers Engaged During In-Class Groups     

《College Teaching》2013,61(3)

Many professors use in-class group work to engage students. A frequently occurring problem with this approach is that some groups finish the assigned task before others do. This puts the professor in the position of having to manage the early completing groups while waiting for the rest of the class to finish. This Quick Fix article shares two approaches that can be used to address this situation—Question Cubes and Discussion Extender Cards.  相似文献