共查询到20条相似文献，搜索用时 281 毫秒
1.
该文的目的在于调查男女生在英语听力课堂中的参与模式是否有显著性的差异,并找到这些差异和英语听力成绩之间的关系。研究以Elisabeth Hayes的课堂表现调查问卷为研究工具,抽样对南昌工程学院国际教育学院2010级94名专科学生(其中男生61名,女生33名)在英语听力课堂的表现进行分析,结果为:男女研究对象在"口头参与"、"学习取向"、"寻求帮助"、"自信"这4个方面有显著性差异。通过相关性分析,女生的"学习取向"和英语听力成绩有统计上的相关性,男生在"学习取向"、"寻求帮助"和"自信"方面和其英语听力成绩有统计上的相关性。 相似文献
2.
在小学教育中,男女学生的性别角色不同,在学习过程中的表现也有明显差异,为了更好地促进学生的发展,为其今后的学习与生活奠定坚实的基础,应该倡导因“性”施教。性别差异小学生在学习上的性别差异表现在许多方面,诸如学习成绩分布、学习成绩发展趋势、学习兴趣、课堂行为、学习动机等。1.学习成绩分布的性别差异研究表明,男生成绩分布较为分散,优、劣者人数都超过了女生,而女生成绩分布较为均匀,但男女儿童学习的平均成绩差异不大。2.学习成绩发展趋势的性别差异小学阶段女生成绩比男生好,进入中学后差异逐渐缩小,男生逐渐赶上并超过女生。… 相似文献
3.
《教学与管理》2014,(30)
性别图式理论融合了认知发展理论和社会学习理论中有价值的部分,代表了近年来性别差异和性别类型发展理论中强调社会性因素的趋势[1]。目前从心理学角度研究语言表达能力方面的性别差异尚不多见。通过222篇初中作文分析和236份问卷调查以及多次随机课堂观察,课题组发现:第一,初中生的性别图式承继并吸纳了"男生理科好,女生语言能力强"等传统观念;第二,语言表达能力方面已出现明显性别差异;第三,这种差异与扩展后的性别图式对个体的信息加工和行为指导紧密相关,尤其是教师对男、女生不同的措辞和态度会固化学生性别图式中"女生比男生语言能力强"的偏见,男生会受到消极暗示和影响,其语言学习的信心、兴趣和效果会进而削弱。 相似文献
4.
男生学业劣势：教育平等研究的新视角 总被引：1，自引：1，他引：0
尽管尚存争议，但中小学男生学习成绩偏低问题正在成为一个全世界普遍关注的问题，造成这一问题的原因是多方面的。本文在对上海市闵行区2007—2008学年度第二学期四至七年级语、数、英学科共计960份期末统考试卷进行统计分析的基础上，阐明中小学男生学习成绩偏低现象的现状，并试图从男女自身差异、家庭教育、学校教育等多角度探讨上述问题的成因及其解决途径。 相似文献
5.
一在中小学教育教学中,课堂问题行为屡见不鲜。所谓课堂问题行为是指在课堂中发生的违反课堂规则,妨碍、干扰课堂活动正常进行的行为。一般而言,课堂问题行为分为四类。一是课堂对立行为(如学生在课堂上顶撞老师,甚至大打出手);二是课堂恶作剧(如有的男生用小动物惊吓女生);三是课堂消极行为(如学生上课没精打彩、打呵欠、伸懒腰);四是课堂冷漠行为(如学生上课表情木然、神色呆滞、无动于衷)。课堂问题行为直接影响课堂教学效率和师生的情绪,也影响学生的学习积极性和主动性,教师必须予以切实关注。课堂问题行为是如何产生的呢?概括起来主要… 相似文献
6.
7.
《陕西教育学院学报》2019,(12):87-91
学前教育舞蹈课上的男生大都处于被教师与同学忽视的课堂边缘,称之为"边缘人"。他们分为内因边缘人与他因边缘人两种类型,具有普遍弱势性、边缘性与可逆性的特征。以期待视野为理论依据,重构教学期待:教师的主导干预、学生的主体内省、资源分配与评价机制的建立可以将舞蹈课堂上男生"边缘人"行为进行转化,使之回归到正常课堂中心。 相似文献
8.
9.
中小学男生学业成就偏低问题正在成为一个全世界普遍关注的问题．造成这一问题的原因是多方面的。本文从男女自身差异、家庭教育、学校教育、社会变迁等角度探讨了上述问题的成因，并试图寻找该问题的解决途径。 相似文献
10.
中小学男生学业成就偏低问题正在成为一个全世界普遍关注的问题．造成这一问题的原因是多方面的。本文从男女自身差异、家庭教育、学校教育、社会变迁等角度探讨了上述问题的成因，并试图寻找该问题的解决途径。 相似文献
11.
This study examined how classroom management practices—care and behavioral control—were differentially associated with students’ engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations. After controlling for students’ gender and socioeconomic status, both care and behavioral control were positively related to student engagement. Moreover, behavioral control was a significant negative predictor of classroom misbehavior and care was a significant positive predictor of satisfaction with school. Our findings underscore the importance of blending care and behavioral control to achieve multiple goals of classroom management. 相似文献
12.
Cynthia S. Glass 《The Urban Review》2014,46(3):372-394
Educators face multiple forms of misbehavior in the classroom on a regular basis. This ethnographic research project addresses the difficulties encountered by teachers in a high school setting, giving consideration to the decision-making process in determining whether to admonish students for misbehavior and whether to issue a referral to an administrator, which holds the possibility of more severe punishment. This research demonstrates the continuing importance of Labeling and Social Reproduction Theories in understanding the process of classroom management, emphasizing the importance of the teachers’ and administrators’ perception of whether the student demonstrates the acquisition and possession of cultural capital. 相似文献
13.
Prof. Dr. Markus P. Neuenschwander Dr. Tina Malti 《Zeitschrift für Erziehungswissenschaft》2009,12(2):216-232
The aim of this study is to investigate the influence of family environment, school grade, performance and social behavior of students on educational trajectory. The research project Family-School-Job (FASE B) utilized a representative longitudinal sample of 454 students and their primary reference persons in the canton of Bern (Switzerland). Using step-wise logistic regression analyses, the study investigated the predictive value of family-based and individual determinants at the end of primary school for the transition to lower secondary schooling and for the development at upper secondary education (academic education or vocational training). The transition to lower secondary education was more strongly influenced by grades than by results of standardized performance tests. Parental expectation, parents’ socio-economic background and by classroom misbehavior were also important predictors.Parental expectations predicted educational pathways into secondary education whereas grades in German andgender were partially significant only. Parental expectations permit precise predictions of educational pathways, even when controlling for students’ grades and performance. 相似文献
14.
The present study examined kindergarten to Year Two teachers' responses to concern about classroom misbehavior in terms of (a) support they access, (b) strategies they use, and (c) information they require to more effectively deal with misbehavior. The extent to which teachers' confidence in behavior management mediated the relationship between students' misbehavior and a, b, and c was also examined. Results indicated that concern about their students' misbehavior was negatively associated with teachers' confidence. Concern about misbehavior was positively associated with the use of school‐based support. Concern about misbehavior was positively associated with the use of non‐physical punishment and referral of the student to other school personnel. In relation to information needs, concern about students' misbehavior was most strongly associated with the need for specific information on how to deal with misbehavior and, to a lesser extent, associated with the need for positively‐focused and teacher‐focused information. Teachers' confidence mediated the relationship between misbehavior concerns and the tendency to refer the child to other school personnel. © 1999 John Wiley & Sons, Inc. 相似文献
15.
Costas N. Tsouloupas Russell L. Carson Russell A. Matthews 《Psychology in the schools》2014,51(2):164-180
One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students. 相似文献
16.
《The Journal of educational research》2012,105(4):306-310
ABSTRACTThree types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers’ attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior. 相似文献
17.
The aim of this study is, on the one hand, to find out if differences exist in emotional competence and secondary school students’ perceptions of classroom climate according to gender and educational level and, on the other hand, to analyse the relationship between emotional competence, classroom climate and school achievement in secondary school students. The study advances the hypothesis that emotional competences and classroom climate are mediators in school achievement. For this purpose, 420 students from secondary and further education were selected with an average age of 14.29 ± 1.52.
In emotional competence, the results showed differences according to gender and educational level, while in classroom climate, differences were only found according to educational level. The mediational analysis showed that classroom climate is an influential variable in the predictive value of emotional competence in relation to school achievement. Likewise, emotional competence acts as a mediating influence on classroom climate and school achievement. This study thus highlights the need to implement training processes to help teachers to promote positive socio-emotional contexts and programmes to develop students’ emotional competence, which will improve their school achievement. 相似文献
18.
The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal‐directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student‐related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior‐related attributions were significantly associated with teachers' preferred practices. Our results support the application of psychological principles to educational practice through an understanding of teachers' discipline‐related theories. © 2000 John Wiley & Sons, Inc. 相似文献
19.
Vasalampi Kati Pakarinen Eija Torppa Minna Viljaranta Jaana Lerkkanen Marja-Kristiina Poikkeus Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
相似文献20.
ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献