共查询到20条相似文献，搜索用时 78 毫秒
1.
2.
韩晓娅 《四川职业技术学院学报》2014,24(5)
对处于关键成长期的青少年来说,同辈群体环境的影响是他们成长发展过程中的一个重要因素,对青少年思想政治教育起着重要作用。文章总结了青少年同辈群体形成的原因和特点,在客观分析青少年同辈群体对青少年思想政治教育影响的基础上,提出了优化青少年同辈群体环境的几条途径,从而为引导青少年健康成长提供借鉴。 相似文献
3.
同辈咨询在中小学心理健康教育中应用的必要性 总被引：1，自引：0，他引：1
同辈咨询是团体咨询的重要组成部分，是指年龄相近、有着类似生活经验和价值观的学生们自愿参与的、在心理咨询专家或咨询教师指导下，经过团体咨询或个别辅导训练后，以自己的经验为基础，用自己切身体会去影响和帮助其周围同辈,解决在正常的成长过程中遇到的心理困扰问题，并与他们共同成长和发展的、具有心理咨询功能的互助活动过程：从对中小学生的心理状况、家庭环境、社会环境及中小学校开展心理健康教育的现状所做的阐述与分析中．可明确在中小学心理健康教育中开展同辈咨询的必要性。 相似文献
4.
以9所大学的职业技术教育学专业研究生为调查对象,实证调研了同辈群体对研究生培养的影响,提出通过优势互补构建研究生同辈群体的合作学习机制,多方联动为研究生同辈群体参与创新活动创设条件,观念引导培养研究生同辈群体共同的目标和促进群体效能感的提升,因材施教合理确定研究生学习和创新目标的难度,共同发展树立研究生榜样,旨在更好地提升研究生创新水平,提高研究生培养质量. 相似文献
5.
李晨曦 《开封教育学院学报》2015,(7)
新媒体在大学生学习、生活中的广泛运用,促使同辈群体的成员构成、形成过程出现了新变化,群体内部认同感逐渐加强。思想政治教育工作者必须正确认识新媒体时代同辈群体对大学生的影响,积极应对,扬长避短,增强思想政治教育工作的实效性。 相似文献
6.
7.
石明兰 《山西大学师范学院学报》2006,5(1):156-157
在影响青少年人格发展的众因素中，传统观点一直认为家庭对儿童起很大作用，并终其一生。事实不然，青少年的同辈群体才是影响其人格发展的最重要的因素。同辈群体满足青少年的情感交流需求和促进情感的发展成熟，促进青少年的学习和兴趣爱好的发展，是青少年获得生活经验和社会信息的主要来源，对青少年生活目标和价值观、培养社会角色、学习行为规范有较大的影响，有利于培养青少年环境适应能力和合作竞争的本领。 相似文献
8.
张晨 《中小学心理健康教育》2024,(9):30-32
流动儿童是我国在城市化进程中出现的一个特殊群体。相较于非流动儿童,他们的学校逃避心理尤为突出。同辈好友作为儿童群体生活中不可或缺的组成部分,对儿童的心理及行为有较大的影响,特别是对于长期处于缺乏稳定居所及家庭支持的环境中的流动儿童而言。从同辈群体的视角分析了流动儿童学校逃避心理的影响因素,包括缺乏同辈好友、同辈群体结构、同辈群体学习压力、同辈群体社会排斥等,并从学校和家庭两个层面提出可行性建议,以便有针对性地预防和干预流动儿童的学校逃避心理。 相似文献
9.
10.
大学生理想信念教育中同辈群体的参与模式研究 总被引：1，自引：0，他引：1
同辈群体在大学生中广泛存在,对大学生的价值观和行为模式起着重要影响,是大学生社会化的重要途径。相关的学术理论以及大学生同辈群体的特征,说明同辈群体参与理想信念教育是可行的。本文通过对同辈群体影响理想信念教育作用机制的全面分析,探讨大学生理想信念教育中同辈群体的参与模式,使同辈群体成为大学生自我成长的重要载体。 相似文献
11.
AbstractPeer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs. 相似文献
12.
针对目前P2P系统资源所存在的带宽占用严重、搜索效率低下等问题，引入了P2P社区划分的方法，设计并实现了一种集中式P2P系统的社区创建、社区优化和社区维护算法，并通过Maze系统实验验证了社区算法的正确性和有效性. 相似文献
13.
学校欺负与同伴背景的关系 总被引：7，自引：0，他引：7
欺负是发生于同伴群体中的现象,同伴构成了欺负发生的背景。传统的欺负与同伴间关系研究关注欺负／受欺负与个体的同伴地位的联系,近年来研究者开始从同伴群体的角度来揭示欺负与同伴间联系的机制,有关不良同伴联系对攻击与反社会行为影响的研究则从异常同伴联系的角度为这一机制做出了解释。对这三个方面的研究进行评介,并阐述了该领域今后研究的主要方向及对欺负干预的启示。 相似文献
14.
Mirabelle Walker 《Assessment & Evaluation in Higher Education》2015,40(2):232-247
The research described here investigated the quality and characteristics of peer feedback given on a draft piece of writing in the context of an undergraduate summative assignment. It also investigated whether the recipients made use of the feedback, with the aim of discovering whether some types of feedback were used in preference to others. The peer feedback was characterised in various ways, and then a comparison with the feedback subsequently given on the polished piece of writing by the tutor was used to determine the strengths and weaknesses of the peer feedback. Although the peers’ feedback had some different characteristics from that of the tutors, it was nevertheless of good quality. The examination of the use the recipients made of the feedback showed that much feedback was ignored. The use recipients made of the feedback depended very little on the characteristics of the feedback received, but did vary strongly across the recipients. The ability level of the recipients was not found to be a factor in this variation. The results of this research suggest that future work needs to focus more on students using feedback than on students giving feedback. 相似文献
15.
Daniel Reinholz 《Assessment & Evaluation in Higher Education》2016,41(2):301-315
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to analyse their potential to support learning by promoting self-assessment. Broadly speaking, the model can be used to understand learning that takes place in a variety of peer assessment activities: marking/grading, analysis, feedback, conferencing and revision. This approach contrasts most studies on peer assessment, which have focused on calibration of instructor and peer grades, rather than learning opportunities. 相似文献
16.
Jonathan Galbraith 《Educational studies》2011,37(3):321-332
Drawing on role theory and socio‐constructivist ideas about learning, this study explores how peer‐tutoring can support tutors’ learning. The sample comprised ten 16–17‐year‐old biology tutors, working with twenty‐one 14–15‐year‐old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors’ perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer‐tutoring episodes helped them appreciate weaknesses in their own subject knowledge. 相似文献
17.
Dallas Wingrove Linda Hammersley-Fletcher Angela Clarke Andrea Chester 《British Journal of Educational Studies》2018,66(3):365-381
Whilst peer observation of teaching is well established as a practice that can enhance teaching quality, the challenge to fully embed this practice in universities remains unresolved. This article analyses the perspectives of 18 university leaders (nine Australian and nine English) drawn from a range of school-based leaders to senior leaders of learning and teaching. Our study indicates that some of the challenges associated with leading such schemes can be mitigated through approaches to educational leadership that enact a respectful and collegiate ethos. This we suggest can support developmental academic engagement in peer observation for positive and lasting change. 相似文献
18.
Maha Bali 《Teaching in Higher Education》2013,18(8):857-863
This article argues that the pedagogical and scholarly benefits of open peer review far outweigh those of traditional double-blind peer review, but require a shift in our perspective of the function and value of peer review – from a gate-keeping process, toward a supportive, constructive process of collaboration between peers and mentors. 相似文献
19.
同伴关系是留守儿童获得社会支持和安全感的重要源泉,同伴交往经验可以促进留守儿童自我概念和人格的发展,为其提供行为榜样。因此,通过为留守儿童之间的相互了解和交往创设有利条件,并实施有效的交往指导,倡导支持性的交往行为等教育措施,帮助留守儿童建立支持性的同伴关系,进而促进留守儿童心理行为健康发展。 相似文献