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物理是幼儿师范学校中学生学习普遍存在困难的学科,面对全体幼师女生,如何调动学生学习物理的兴趣,提高学习效果,是幼师物理教师亟需解决的问题.针对幼师物理教学现状,运用创意教学,从教学目标的设定、教学内容的开发、教学方式的选择以及教学设计等方面体现出创意,对提高幼师阶段的物理教学效果具有实际意义. 相似文献
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职高幼师学校中的女生,生活习惯、学习习惯、社会交往习惯、行为习惯以及心理状态有其独特的个性,学校和教师,家庭和家长,应当联手合作,共同下功夫,做好女生工作,促进职校女生健康地成长. 相似文献
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王文 《内蒙古师范大学学报(哲学社会科学版)》2011,40(2):135-138
为了考察小学生社会性适应的性别差异,研究选取小学二至六年级的儿童作为被试。采用修订的班级戏剧问卷和同伴提名法对儿童的积极社会行为、攻击冒犯行为、敏感退缩行为、师生关系和同伴接纳程度进行评定。结果发现：在社会行为上,女生表现出更多的积极社会行为和敏感退缩行为,男生则表现出较多的攻击冒犯行为。在师生关系上,女生更容易与教师建立亲密的关系,男生更易与教师建立冲突和依赖的关系。在同伴接纳上,女生受欢迎程度更高、男生受拒绝程度更高。 相似文献
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教育见实习是幼师生教育实践的重要环节,本文就实习生在实习生活中如何处理好与同伴、领导、指导老师、幼儿及家长几方面的关系作了一些探讨,旨在帮助幼师生顺利且高质量地完成实习任务. 相似文献
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本文通过问卷调查241名3～6年级受欺负儿童,发现学龄儿童的受欺负对象、受欺负后的求助行为及心理、同伴关系与同伴地位均存在性别差异：男生主要受一个男生欺负,女生主要受几个男生欺负;受欺负男生向教师及朋友求助的比例低于受欺负女生,也更少体验到求助成功的积极体验;受欺负男生的同伴接纳程度低于受欺负女生,其同伴拒绝程度高于受欺负女生;受欺负男生的受欢迎比例低于受欺负女生,其被拒绝的比例高于受欺负女生。根据研究结果,文章提出了针对性的干预策略。 相似文献
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在幼儿师范学校,数学是一门重要的文化课程,研究分析幼师女生数学学习情况显得十分重要.从问卷调查并结合观察法和谈话法了解到,幼师女生大多数对数学有一定的兴趣,但数学感知能力差,数学概括能力、抽象能力、空间想象能力不强,数学推理能力、联想能力、思维转换能力薄弱.为了提高幼师数学素质教育的水平,可以从知识传授、能力培养、德育渗透三方面设计教育教学策略. 相似文献
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幼师生群体人格特征的初步研究黄琼本研究试图对幼师女生的人格特征进行测试和研究，并与同龄高中女生加以对比，从中了解幼师女生在人格心理方面的群体特征，为幼师教改的理论和实践提供依据。一、方法研究对象：研究对象选自上海市南林师范学校（幼师）９３届一个班级的... 相似文献
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试论聋校学生的社会化——以社会适应心理的发展为线索 总被引：3，自引：0，他引：3
本文从社会适应心理发展的角度分析认为 ,在父母、老师、同学和聋生本人这些基本社会化力量的共同作用下 ,聋生社会适应心理获得独特的发展 ,而聋生是否在心理上适应主流社会 ,则是检验聋生社会化成功与否的关键。 相似文献
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Clare M. Roberts Janina S. Lindsell 《International Journal of Disability, Development & Education》1997,44(2):133-145
This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities. 相似文献
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Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents’ and teachers’ academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals. 相似文献
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Jesús Rivera-Navarro Esther Cubo Javier Almazán 《International journal for the advancement of counseling》2014,36(1):96-113
This article analyzes the perceptions of Spanish health professionals, children with Tourette’s Syndrome (TS) and their parents about social, school and family problems related to the disorder. A qualitative research methodology was used involving Focus Groups (FGs) made up of children with TS (× 2 FGs), parents/caregivers of persons with TS (× 2 FGs) and health professionals (× 1 FG). The study highlights many of the principal areas of concern for persons with TS, parents/caregivers and health professionals that directly and indirectly add to the burden of living with the disorder. The results of the study point out that the stigma and social maladjustment in children with TS is caused in large part by a misunderstanding of the disorder by teachers and peers. Parents of children with TS especially emphasize tics, considering them to be the main cause of social maladaptation. The results suggest that interventions among parents, teachers and peers should be implemented towards a greater understanding of the disorder and its symptoms. 相似文献
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The Effects of Physical Abuse on Children's Social Relationships 总被引：2，自引：0，他引：2
Suzanne Salzinger Richard S. Feldman Muriel Hammer Margaret Rosario 《Child development》1993,64(1):169-187
Social behavior and peer status of 87 physically abused 8–12-year-old urban children were compared with those of 87 case-matched nonmaltreated classmates. Peer nominations and peer ratings were collected in classrooms, social networks were assessed by child interview, family variables were assessed by interviewing mothers, and behavior problems were rated by parents and teachers. Significant findings were that abused children had lower peer status and less positive reciprocity with peers chosen as friends; they were rated by peers as more aggressive and less cooperative and by parents and teachers as more disturbed; and their social networks showed more insularity, atypicality, and negativity. Social behavior as perceived by peers accounted for a significant portion of the variance in social status; global disturbance measures did not add to this association. Results are discussed in terms of a context of family violence in the development of social maladjustment. 相似文献
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Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the children's psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made. 相似文献
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《Journal of moral education》2012,41(4):475-493
The narratives that emerging adults wrote about a time when they learned an important moral, value or lesson were explored in order to determine the characteristics of events that lead to internalized values as well as to compare the way different kinds of moral values are socialized. Lessons resulting from misbehavior were reported most frequently. Those involving direct teaching of values were most highly internalized, with internalization assessed by importance and current impact. Self-reflection and self-generation of values was identified as a key means to value learning and was reported more frequently than any other source of values (e.g., parents, peers). Finally, it appears that a framework for understanding socialization that involves different domains can reflect how individuals categorize their value-learning experiences. 相似文献
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David Kufakwami Jani Mtetwa Rudo Kwari 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):273-283
Mentoring is a learning and instructional strategy that could be used effectively, especially in the area of continuing professional development. The purpose of this study was to determine the potential and the capacity of teachers who function as resource teachers within the Zimbabwean secondary school system to mentor their peers. Nine case studies of active resource teachers were examined through in-depth interviews. It was found that the resource teachers were doing minimal mentoring activity in their everyday work as resource teachers. The activity is mostly in the form of dispensing information and organising workshops and demonstrating instructional strategies. Their potential as mentors could be enhanced by simply improving their work environment, developing critical personality traits that embody humility and ‘a culture to serve others’, and raising the level of professionalism among themselves, their peers, and their school managers through education. 相似文献
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Evguenia Shilshtein 《欧洲特需教育杂志》2013,28(5):702-711
ABSTRACTThis study compared discrepancies between children’s academic and social self-perceptions and parents’ and teachers’ perceptions of children’s academic and social competence among 89 first-grade children: 45 children at risk for learning disabilities (RLD) and 44 of typically developing peers (TD). The relationship between self-perceptions among the two groups of children and their significant adults‘ perceptions were compared. The children with RLD reported lower academic self-perception, but did not report lower social self-concept. The discrepancies between students’, parents’ and teachers’ perceptions of students’ academic and social competence were found only for the RLD group. Parents and teachers rated children with RLD as demonstrating lower levels of academic competence. Only teachers rated children with RLD as demonstrating lower levels of social competence. No significant differences were found among children and their significant adults for the comparison group. A serial-multiple mediation analysis presented the relationship model and emphasized the critical mediating role of teachers and parents in predicting children’s academic self-concept. The educational implications of the results call for sensitizing teachers and parents to their perceptions, and to develop empowering intervention with a focused awareness to the impact of their perceptions. 相似文献
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初高中生人际交往心理问题差异分析及建议 总被引：1，自引：0，他引：1
从初高中生与父母、异性、教师和同伴交往四个方面分析了初高中生存在的人际交往心理问题差异,以及造成这些差异的原因,提出了相关教育建议。 相似文献