论体育参与对高职学生就业能力的促进作用     

沈竹雅 《体育科技文献通报》2020,(2):33-33,47

在对高职学生就业能力的内涵进行简要阐述的基础上,重点论述体育参与对高职学生就业能力的促进作用:体育参与有利于提升高职学生的职业身体素质,有利于提升高职学生的应聘抗挫能力,有利于培养高职学生的团结协作能力。最后,就如何激发高职学生的体育参与积极性简要提出若干建议。  相似文献   

高师数学系开设《数学基础》课的调查分析与建议   总被引：1，自引：0，他引：1  

冯振举  冯晓华  郝东  邵光华 《数学教育学报》2003,12(1):69-72

高师数学系基础课程改革的成功与否直接关系到我国高素质数学教师的培养质量。调查结果显示：80％以上的学生对《数学基础》课程的开设持肯定态度，但普遍认为该课程较难，应丰富例题、习题，放慢教学进度，增加课时。在开设《数学基础》课时，应注意以下几个问题：课程内容讲解要直观、详细，要适当增加例题数量，使内容有具体感；要使本课程改革与其它课程改革相配套；应加强教师间的合作交流。  相似文献   

Lonely or bored: Children’s lived experiences reveal the difference     

Anna Kirova 《Interchange》2004,35(2):243-268

In spite of the growing body of research on loneliness, the relationship between the phenomena of loneliness and boredom has not been sufficiently addressed, especially in respect to children. The question, “How does the child’s experience of boredom stand phenomenologically in relation to the experience of loneliness?” is explored from a hermeneutic phenomenological perspective. A critical examination of the literature regarding the phenomenology of both loneliness and boredom provides a theoretical background to the study. Elementary school children’s experiential accounts of loneliness and boredom are collected through research conversations. An original interpersonal communication board game is devised and used to initiate these conversations. The themes of loneliness and boredom emerged in a process of phenomenological reflection based on the participants’ lived experiences, the author’s personal experiences, and experiential accounts available in the literature. Distinctions between the two phenomena are derived from the exploration of these themes. Both boredom and loneliness are viewed as important pedagogical ingredients in the formation of the child’s inner self.  相似文献   

组织进行绩效管理的误区--一次访谈研究的结果     

王淑红 《安阳师范学院学报》2004,(2):97-99

绩效管理是人力资源管理的中心环节,对其良好的管理能实现组织和员工个体的双赢.本文对武汉和北京两地共十家企业人力资源管理部门和有关领导进行了绩效管理状况的访谈.访谈结果表明目前国内组织的绩效管理眄存在一些误区.  相似文献   

概化理论在结构化面试评分误差中的应用研究   总被引：1，自引：0，他引：1  

胡月星  刘轩  赵郝锐 《西北师大学报》2006,43(4):62-65

应用概化理论对结构化面试的评分误差的控制问题进行了研究。结果表明:结构化面试评分能够较好地反映出被试的真实能力水平,评分具有较高的信度;在保证较高的面试评分信度(0.80)的情况下,建议将考官人数减少至9名,以提高结构化面试的经济性和效率性。  相似文献   

Children's disclosures of sexual abuse: learning from direct inquiry     

Schaeffer P  Leventhal JM  Asnes AG 《Child abuse & neglect》2011,35(5):343-352

Objectives

Published protocols for forensic interviewing for child sexual abuse do not include specific questions about what prompted children to tell about sexual abuse or what made them wait to tell. We, therefore, aimed to: (1) add direct inquiry about the process of a child's disclosure to a forensic interview protocol; (2) determine if children will, in fact, discuss the process that led them to tell about sexual abuse; and (3) describe the factors that children identify as either having led them to tell about sexual abuse or caused them to delay a disclosure.

Methods

Forensic interviewers were asked to incorporate questions about telling into an existing forensic interview protocol. Over a 1-year period, 191 consecutive forensic interviews of child sexual abuse victims aged 3-18 years old in which children spoke about the reasons they told about abuse or waited to tell about abuse were reviewed. Interview content related to the children's reasons for telling or for waiting to tell about abuse was extracted and analyzed using a qualitative methodology in order to capture themes directly from the children's words.

Results

Forensic interviewers asked children about how they came to tell about sexual abuse and if children waited to tell about abuse, and the children gave specific answers to these questions. The reasons children identified for why they chose to tell were classified into three domains: (1) disclosure as a result of internal stimuli (e.g., the child had nightmares), (2) disclosure facilitated by outside influences (e.g., the child was questioned), and (3) disclosure due to direct evidence of abuse (e.g., the child's abuse was witnessed). The barriers to disclosure identified by the children were categorized into five groups: (1) threats made by the perpetrator (e.g., the child was told (s)he would get in trouble if (s)he told), (2) fears (e.g., the child was afraid something bad would happen if (s)he told), (3) lack of opportunity (e.g., the child felt the opportunity to disclose never presented), (4) lack of understanding (e.g., the child failed to recognize abusive behavior as unacceptable), and (5) relationship with the perpetrator (e.g., the child thought the perpetrator was a friend).

Conclusions

Specific reasons that individual children identify for why they told and why they waited to tell about sexual abuse can be obtained by direct inquiry during forensic interviews for suspected child sexual abuse.

Practice implications

When asked, children identified the first person they told and offered varied and specific reasons for why they told and why they waited to tell about sexual abuse. Understanding why children disclose their abuse and why they wait to disclose will assist both professionals and families. Investigators and those who care for sexually abused children will gain insight into the specific barrier that the sexually abused child overcame to disclose. Prosecutors will be able to use this information to explain to juries why the child may have delayed his or her disclosure. Parents who struggle to understand why their child disclosed to someone else or waited to disclose will have a better understanding of their child's decisions.  相似文献   

新型职业农民胜任素质的模型构建研究     

陈春霞  石伟平 《职教通讯》2021,(1)

“三农”问题是国家发展战略中的重难点,培育新型职业农民是解决“三农”问题的必然选择,而科学培育的首要前提是对新型职业农民胜任素质模型构建问题进行深入探究。依据整体研究范式,采取“目标式/判断式+滚雪球”抽样方法对长三角地区35位“生产经营型”新型职业农民进行“行为事件访谈”,并通过9位岗位专家进行“工作任务分析”收集要素,实现真实性与完整性的验证及融合。基于此,采用建构主义扎根理论编码方式概括提炼素质要素构成与概念框架,并对初始框架进行验证修订。研究结果表明,“生产经营型”新型职业农民胜任素质模型框架包括“元素质、过程性素质以及整体化设计素质”等3大模块以及与之相对应的创业动机、职业承诺、农场生产与情境领导、市场商机识别、风险承受力等12个素质概念。该新型职业农民胜任素质模型可用作新型职业农民职业教育培训方案、资格评价标准等的制定依据。  相似文献   

Korean EFL teachers’ perceptions of the impact of EFL teacher education upon their classroom teaching practices     

Cheongmin Yook  Yong-hun Lee 《Asia-Pacific Journal of Teacher Education》2016,44(5):522-536

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings.  相似文献   

高校学生评教结果缘何失效——影响因素、逆向选择机制及其治理路径研究     

李盼道  孟庆瑞 《教育学报》2020,(2):85-96

运用文献法、访谈法、扎根理论和逻辑演绎法,建构影响高校学生评教有效性的理论模型,阐释影响因素对于逆向评教产生影响的作用机理。从目前高校评教所暴露出的突出问题,提出提高高校学生评教有效性的治理路径。研究认为,影响评教结果的主要因素包括学生因素、教师因素、学校因素以及课程因素。评教容易导致两个方向的逆向选择,其一是学生对教师评教的逆向选择,其二是教师为应对学生评教和学校制度安排对教学方式和管理方式的逆向选择。前一种逆向选择取决于学生的目标函数或偏好选择,后一种逆向选择取决于学校的制度安排。两种逆向选择构成一个彼此强化的反馈结构,形成负向强化并造成恶性循环,最终危及学校的整体教学质量和水平。  相似文献   

Reasons of students and apprentices to choose a training company in the dual system     

Annette Hoxtell 《Journal of Vocational Education & Training》2019,71(1):46-64

This article sheds light on an understudied aspect of the transition from school to work: the choice of a training company. It presents findings from qualitative interviews with 69 secondary school students and apprentices from the German states of Berlin and Brandenburg, focusing on their reasons to choose a training company in the dual system. What reasons lead students and apprentices to choose a training company? The most common reason is personal impressions, which future apprentices obtain in their initial, personal encounters with a company and its staff. Students and apprentices often consider location, working atmosphere and soundness. Due to this study’s regional scope, its findings may not be fully generalisable on a national or international level. However, its findings may instigate further research in countries where people pursuing certain types of apprenticeship training have to apply to companies (e.g. Great Britain, Switzerland and Australia).  相似文献