共查询到20条相似文献，搜索用时 15 毫秒
1.
Larisa V. Shavinina 《High Ability Studies》1994,5(2):145-152
Intellectual giftedness is a complex psychological phenomenon. Further investigation of its essence requires study of unknown or little known phenomena, one of which is intellectual intentions. These can be considered the highest level of manifestation of the intellectual potentials of a personality. They can be defined as “subjective, internally developed standards of performance” and “norms of intellectually creative behaviour” (feeling of direction, beliefs, preferences, etc.). Understanding of intellectual intentions of gifted, creative and talented persons will provide fundamental information about the nature of giftedness. 相似文献
2.
Alexey Matyushkin 《High Ability Studies》1991,1(1):72-75
The intensive restructuring of Soviet society has led to the decision to establish the National Centre on Creative Giftedness to lead theoretical and applied research on the nature of giftedness both in children and adults. The development of a gifted person is viewed as an ideal model of normal development. The psychology of giftedness includes investigations into the nature of creativity and creative personality growth; the structure and dynamics of general ability and special capacities; the psychophysiology of individual differences; psychogenetic studies. Applied research involves educational practices based on creative problem discovery and problem solving. General giftedness is viewed as primarily expressing itself in problem sensitivity and sensitivity to nonstandard ways of solving them. It also involves a high ability to anticipate and forecast the future. The integral components of giftedness are considered in terms of an evaluation function based on the individual's perspective, intellectual and emotional ‘standards’. Special abilities are viewed as emerging against the framework of general giftedness. 相似文献
3.
Mordechai Miron 《Higher Education》1985,14(2):211-215
The purpose of this study is to answer the question: What is the Israeli instructor's conception of a “good university professor?” The study deals with the instructor's conception of the characteristics of the “good professor” with regard to the department in which he is teaching. A sample of 51 instructors from two departments were asked to select the three most important characteristics of a “good university professor” from a list of fifteen. It was shown that instructors attached primary importance to the professor's ability to spark intellectual growth. Of secondary importance was his method of instruction. The professor's traits connected to his academic status and his personality were of relatively little concern. There was unanimity among instructors from the two departments in their conception of what a “good professor” should be. They singled out characteristics that fall under the heading of delivery. A disparity exists between the instructor's conception of the “good professor” and the students' conception. 相似文献
4.
在分析的形而上学视域下,近20年来,奠基(grounding)理论得到当代分析哲学家们的广泛关注,这一理论要回应的核心问题是“何物基础”。本文梳理了分析哲学传统中形而上学问题的转变,阐明了奠基理论的类型和逻辑特征,分析了奠基理论在何种意义上维护了形而上学解释的可能性。 相似文献
5.
Françoys Gagné 《High Ability Studies》2004,15(2):119-147
The Differentiated Model of Giftedness and Talent (DMGT) presents the talent development process (P) as the transformation of outstanding natural abilities, or gifts (G), into outstanding systematically developed skills which define expertise, or talent (T) 3 in a particular occupational field. This developmental sequence constitutes the heart of the DMGT. Three types of catalysts help or hinder that process: (a) interpersonal (I) catalysts, like personal traits and self‐management processes; (b) environmental (E) catalysts, like socio‐demographic factors, psychological influences (e.g., from parents, teachers, or peers), or special talent development facilities and programs; and (c) chance (C). The DMGT includes a 5‐level metric‐based (MB) system to operationalize the prevalence of gifted or talented individuals, with a basic ‘top 10 per cent’ threshold for mild giftedness or talent, through successive 10 per cent cuts for moderate, high, exceptional and extreme levels. Complex interactions between the six components are surveyed. The text ends with a proposed answer to a fundamental question: ‘What factor(s) make(s) a difference, on average, between those who emerge among the talented and those who remain average?’ 相似文献
6.
The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4–9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: “What characterizes flipped classroom instruction according to the teachers?” and “What objectives do the flipped classroom meet according to the teachers?” Regarding the first research question, a characteristic of a flipped classroom was “the flip,” a task to be accomplished outside the classroom before class. In relation to the second research question we found three objectives: Student activity in class; Educational change; Being part of a digital learning community. 相似文献
7.
Jennifer Hauver James 《Cultural Studies of Science Education》2013,8(2):355-360
What can narratives do for us? In this response to Grimes’ article, I endeavor to answer this question, considering the author’s story as both a space for unpacking and the complex intersection of identity, teaching and learning and as an effort to name herself in the midst of such complexity. Specifically, I address the raced, gendered, classed nature of the relationships that Grimes’ suggests facilitate science learning in her classroom, asking “What is gained or lost when students’ success is attributed to such relationships?” 相似文献
8.
Seth O. Reed 《Performance Improvement》2002,41(5):24-28
In our work over the past 15 years, we have been guided by a premise, right or wrong, that fundamental changes in how organizations work require fundamental changes in how we think and interact. Changes in the “outer world” do not necessarily produce change in the “inner world”… I am skeptical of what can be accomplished by changes in structure alone.… What leads us to believe that lots of local managers, focused on their own profits, will be any more far‐sighted than a few corporate managers focused on corporate profits? Will they be any better at systems thinking? … What good is it to have more free movement of information if people cannot discuss the information that is most important, but that is also the most threatening? (Sugarman, 1997). 相似文献
9.
The artist, the musican, the writer, the sculptor are all people who possess specific traits and personality attributes which the vast majority do not. Certain character traits are associated with talented artists which other people do not see in themselves. Society possesses an image of the characteristics or traits which set the creative apart from the “normal” population. In the past these generalizations may have been true: Many creative individuals may have been sensitive, temperamental, or irritable. However, the question arises whether these stereotypes are still true in today's industrial and service society. 相似文献
10.
This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large‐enrollment, inquiry‐based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, “What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?” We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college‐level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584–602, 2004 相似文献
11.
Pia Williams Sonja Sheridan Anette Sandberg 《Early Years: An International Journal of Research and Development》2014,34(3):226-240
The aim is to investigate Swedish preschool teachers’ accounts of children’s learning in relation to the goals in the Swedish preschool curriculum. The research question is: “What do preschool teachers see as fundamental aspects of learning in preschool practice?” The study is based on interactionist perspectives founded in Urie Bronfenbrenner’s ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice: children’s learning of social knowledge and children’s learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children’s learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children’s learning and development in a long-term perspective. 相似文献
12.
Kurt A. Heller 《High Ability Studies》1991,2(2):174-188
Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed. 相似文献
13.
The present study revealed that gender identity involved the integration of various gender identity factors as suggested by
Spence (1993) and that career-decision-situation-specified personality variables could be classified into higher order personality
trait dimensions as suggested by Tellegen (1985). The results also indicate that the pattern of the relationships found in
this study among masculine personality traits, feminine personality traits, and careerdecision-situation-specified personality
variables reflecting higher-order personality trait dimensions of Tellegen’s (1985) model was similar to that of the relationships
among masculine personality traits, feminine personality traits, and general personality traits reflecting higher-order personality
trait dimensions in Lubinsky, Tellegen, and Butcher’s (1981, 1983) studies. Multiple regression analyses showed that the addition
of a gender identity role attitude factor and a gender identity behavioral interest factor to sex and a gender identity personality
trait factor did not improve significantly the prediction of the career-decision-situation-specified personality variables. 相似文献
14.
Researchers have long noted the correlation of various personality traits and team performance. Studies relating aggregate team personality traits to team performance are scattered in the literature and may not always be relevant to engineering design teams. This paper synthesizes the results from applicable Five-Factor Model (FFM)-based personality studies related to engineering design team performance, into a form that can be readily used by non-experts—engineering faculty and students. In addition, an approach is presented where aggregate data is visually presented to recognize patterns that correspond to strength and existence of personality traits within the team as measured by the FFM model while maintaining student confidentiality. With this approach, identification of team strengths and weaknesses stemming from the personality trait distribution is simplified. An assessment of the usability of the approach—completed in two first-year engineering courses—is presented to demonstrate its potential. 相似文献
15.
本文以心理学领域的相关研究结论,首先解释了天才表现的参照系、行为内容和绩效水平;然后分析了天才的内在特殊能力与独特的认知加工过程,以及天才的情感特征与人格特质;最后讨论了天才发展中自然成长与有意训练、常规发展与认知跳跃这两类关系。对天才的深入探索,有助于纠正传统关于“天才”的错误认识,形成科学的天才观和人才观,有效指导人才培养及相应的教育实践工作。 相似文献
16.
René V. Arcilla 《Asia Pacific Education Review》2014,15(1):21-27
What is liberal education? How do its aims differ from those of either grammar or vocational education? Does it truly deserve its own supporting institution? In response to these questions, Arcilla develops a defense of the liberal arts college. He observes that all projects of formal learning presuppose that the learner possesses answers to three fundamental, existential questions: What is one’s nature? What is the good for beings of this nature? What facilitates this good? We develop better responses to these questions by engaging in liberal learning. The mission of the liberal arts college, then, is first and foremost to support this learning. With this idea of liberal learning and its college in mind, we may nonetheless wonder whether the existential knowledge it seeks is really something that can be learned. Arcilla articulates a version of humanism that illuminates the conditions of possibility for liberal learning and affirms this learning’s intrinsic value. At the same time, this philosophical theory requires for its verification that we engage in liberal learning. Arcilla calls the symbiotic partnership formed by liberal learning and humanism “humanist learning,” and he points out that it is this learning, which is crucial to our other kinds of education, that would be lost if society ceased to support genuine colleges of the liberal arts. 相似文献
17.
邓华琼 《潍坊教育学院学报》2014,(5):9-12
不同的文化界定不同的人格,不同的文化形成不同的人格特质。我们对其认识和理解应具体地结合相关文化背景,关注其独特、差异性。中国人对人格概念的理解基于人与人、人与社会之间的关系,强调社会伦理以及个体信仰和道德追求;中国人的人格特质深受中国传统文化的熏陶,尤其是以诸如"仁"、"自然"、"因缘"为代表的儒释道精神文化。 相似文献
18.
Jon A. Levisohn 《Journal of Jewish Education》2013,79(3):319-323
This articles extends the conversation begun by Levisohn in volume 71:1 of this journal, and continued by a number of respondents in volume 71:2. These articles identify two notable themes among the responses: The first is the issue of pluralism, and the tension between vision and exclusion. Despite the best of intentions, it seems unavoidable that vision-driven institutions must necessarily exclude certain ideas, certain practices, and most painfully, certain people; standing for something must always mean not standing for everything. Second, several respondents are concerned in one way or another with the very nature of an educational vision. Particularly, the question arises whether the construction of a vision around the key question, “What is an educated Jew?”, is limiting, either intellectually or practically. Beyond discussing these two themes, the article extends the conversation about vision in Jewish education by raising a concern, which the author attributes to Franz Rosenzweig, about the way in which a commitment to organizing institutions according to vision may obscure the fundamental need for openness and spontaneity in educational arrangements. 相似文献
19.
Victor L. Pollak 《Journal of Science Education and Technology》1993,2(4):513-519
In these two essays we explore the questions: what are the essential features of a workable context for science education? What are the givens, the “of courses,” the “fundamental dispositions” toward science and toward education necessary — or at least sufficient — to provide a fertile ground upon which a functional approach to science education can be established? In the present essay it is argued first that science education must reflect that science is a way of thinking — in fact, more comprehensively, a way of being; and second, and that the fundamentally antiauthoritarian spirit of science must be reconciled with education, with its built-in tendency to be authoritarian. 相似文献
20.
Developmental remediation programs designed to raise achievement levels of underprepared students have proliferated in the past decade. Despite the fact that these programs employ a variety of teaching strategies, a substantial subgroup of developmental students are unsuccessful in current remediation programs. They need a different curricular approach. As the number of applicants declines and the demand for generating credit hours continues, the question is shifting from “Should less capable students be allowed to attend college?” to “What curriculum should be provided for these students?” The challenge for the '80s is to expand developmental education to include vocational education and post-secondary specialized education. 相似文献