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1.
浅析世界冠军张津京比赛心理稳定性的形成 总被引：1，自引：0，他引：1
运动员在体操比赛中的心理稳定对技术发挥起着决定性的作用。本文介绍了白远韶教练关于世界冠军张津京比赛心理稳定性形成的切身体会，其所用的方法手段值得借鉴。 相似文献
2.
Expatriate parents and supplementary education in Japan: survival strategy or acculturation strategy
Melodie Cook 《Asia Pacific Education Review》2013,14(3):403-417
The increase in the use of supplementary education, or juku, in Japan by Japanese families in order to augment their children’s chances of success in entering prestigious pre-tertiary and tertiary institutions is documented (Blumenthal in Asian Surv 32(5):448–460, 1992; Bray and Lykins in Shadow education; private supplementary tutoring and its implications for policy makers in Asia, Asian Development Bank, Philippines, 2012; Dierkes in The Focus: Supplementary education in Asia, International Institute of Asian Studies, Leiden, The Netherlands, 2011; Roesgaard in Japanese education and the cram school business; Functions, challenges and perspectives of the juku, Nordic Institution of Asian Studies, Copenhagen, 2006; Rohlen in J Jpn Stud 6(2):207–242, 1980; Tsukada in Comp Educ, 24(3):285–303, 1988), but there is little known about the use of supplementary education by an ever-growing number of families in Japan in which one or both parents are an expatriate. This exploratory countrywide study of such families hopes to address this lack of research. Initial results show that while a number of factors related to their own culture and values about childhood, education, and family life influence some families’ decision not to send their children to juku, most families tend to use these services for many of the same reasons as their Japanese counterparts, although to a different degree. In addition, they seem to use these services because they are counseled to do so by insiders, or because supplementary education provides other services which help them to navigate the Japanese educational system. Expatriate families’ use of supplementary education could be one of many acculturation strategies they use as they adapt to Japan’s educational culture. 相似文献
3.
Melodie Wenz-Gross 《Early education and development》2013,24(4):427-450
Research Findings: Preschool behavior problems are of increasing concern to early childhood educators. Preventive interventions are being developed, but implementation in underresourced child care programs is challenging. This study describes the implementation of an adapted Second Step curriculum to increase children's social skills and decrease behavior problems in preschool classrooms. Teacher training/coaching, organizational supports, and procedures for sustainability are described. Measures included baseline classroom characteristics, lesson completion and fidelity, and teacher satisfaction. Teachers completed 88% of the lessons across 2 years. Follow-up monitoring in Year 3, once all training was terminated, found that 95% of lessons were delivered with higher fidelity than in the first 2 years. Teachers were satisfied with the training, felt that the curriculum improved children's social skills, and stated that they would continue to use the curriculum. Lesson completion and fidelity were associated with various teacher characteristics, training attendance, classroom characteristics, teacher and child turnover, and the percentage of children with developmental delays in the classroom. Practice or Policy: The results support the implementation strategy and suggest that paying attention to teacher morale, general skill development, and a period of ongoing support for training is important and will lead to sustainable and high implementation rates. 相似文献
4.
Effective teacher beliefs about students are an integral part of effective teaching. Teachers with interventionist beliefs about students (‘I can intervene to help a learner with difficulties’) show more effective practice than teachers with pathognomonic beliefs (‘I blame the learner for his difficulties’). A professional development (PD) course sensitized teachers (N = 234) to individual learning differences (ILDs), using five learning/cognitive styles tools. Teachers’ responses to a pre‐/post‐test question concerning their beliefs about ‘weak students’ were analyzed and correlated with their ILD scores. Before the PD, teachers with strong ILD preferences matched to traditional learning contexts were significantly more ‘at risk’ (i.e., had fewer interventionist beliefs) than the other teachers; the former teachers were significantly overrepresented in the sample. After the PD, teachers’ interventionist beliefs significantly increased, regardless of their ILD preferences. Neither the length of the PD (28 hrs. vs. 56 hrs.) nor the amount of teaching experience affected the teachers’ interventionist beliefs about students. A mediated, constructivist and collaborative PD, which sensitizes teachers to individual learning differences, can increase effective teacher beliefs about students. We conclude that developing more effective teacher beliefs about learners should become a component of teacher professional development. 相似文献
5.
Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes. 相似文献
6.
Although it is widely agreed that teacher sensitivity to individual learning differences (ILDs) is an integral component of effective teaching, little research has focused on how to develop this sensitivity in teachers. This study describes the reported effects of a year‐long professional development course designed to sensitize 14 teachers to their own and their colleagues' learning differences. The teachers explored their own ILDs in a mediated context with colleagues, utilizing a battery of learning styles inventories. In order to document any teacher change as a result of the course, the researchers collected data from interviews, written critical incidents, questionnaire, and field notes. A taxonomy of teacher change in language, beliefs and practice was constructed from the data using qualitative research analysis. Teachers reported the following changes: gaining a fluency in the language of individual learning differences; gaining interventionist beliefs about students; increased legitimizing and addressing of individual learning differences; and positive outcomes as a result of their changes, that is, awareness of self‐development and increased learner success. An empirical model of developing teacher sensitivity to ILDs is presented, with implications for teacher professional development. 相似文献
7.
Internet entrepreneurship: Social capital, human capital, and performance of Internet ventures in China 总被引：3，自引：0，他引：3
Bat Batjargal 《Research Policy》2007,36(5):605-618
This article examines the interaction effects of social capital and human capital (experience) of entrepreneurs on the performance of Internet ventures. The empirical data are composed of the longitudinal surveys of 94 Internet ventures in Beijing, China. The study found that the interaction of social capital and Western experience of entrepreneurs has a positive effect on the survival likelihood of Internet firms whereas the interaction of social capital and startup experience of entrepreneurs has a negative effect on firm performance. 相似文献
8.
Three teachers, who held extreme preferences for the ways they learn, participated in a year‐long professional development course, designed to sensitize teachers to their own and colleagues’ individual learning differences (ILDs). The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. The teachers’ learning preferences were determined from their scores on seven learning/cognitive styles tools and understood further from field notes, interviews and pre‐/post‐test responses. The study suggests that teachers with extreme learning preferences tend to: (a) teach the way they prefer to learn; (b) overgeneralize and project their own learning needs onto students; and (c) hold initial pathognomonic (“blame the learner”) beliefs about students mismatched to them. After the course, the teachers changed their language, beliefs and practice in the direction of becoming more effective teachers, e.g., they held more interventionist beliefs (“I can intervene to help the learner”). The three teachers were strong prototypes who can provide insights about the importance of ILDs in learning, practice and professional development. 相似文献
9.
Systems thinking is regarded as a high‐order thinking skill required in scientific, technological, and everyday domains. However, little is known about systems thinking in the context of science education. In the current research, students' understanding of the rock cycle system after a learning program was characterized, and the effect of a concluding knowledge integration activity on their systems thinking was studied. Answers to an open‐ended test were interpreted using a systems thinking continuum, ranging from a completely static view of the system to an understanding of the system's cyclic nature. A meaningful improvement in students' views of the rock cycle toward the higher side of the systems thinking continuum was found after the knowledge integration activity. Students became more aware of the dynamic and cyclic nature of the rock cycle, and their ability to construct sequences of processes representing material transformation in relatively large chunks significantly improved. Success of the knowledge integration activity stresses the importance of postknowledge acquisition activities, which engage students in a dual process of differentiation of their knowledge and reintegration in a systems context. We suggest including such activities in curricula involving systems‐based contents, particularly in earth science, in which systems thinking can bring about environmental literacy. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 545–565, 2003 相似文献
10.
A theoretical model of parental socialization of children's coping behavior is described and tested with 310 elementary school children ( M age = 10.5 years). Mothers and fathers reported on the coping suggestions they made to their children, their own coping strategies, and their perceptions of the family environment. Children reported on their relationships with their parents and on their usual coping behavior. Children's coping efforts were associated with family environment, the quality of the parent-child relationship, parent's own coping, and parent coping suggestions, though these relationships differed by gender and were quite specific. Maternal data were more strongly associated with children's coping than paternal data, and active and support coping were predicted more successfully than avoidance strategies. Analyses supported a model of direct, rather than mediated, effects on children's coping. There was modest support for the interactive effects of maternal coaching and modeling on girls' active coping and boys' avoidant coping. 相似文献