宗族文化与农村现代化   总被引：7，自引：0，他引：7  

周维德 《徐州师范大学学报(哲学社会科学版)》2001,27(4):115-116

农村宗族文化在新时期的迅速复活、蔓延有其深刻的社会原因。宗族文化在本质上是与农村现代化相悖的，体现在：宗族文化的“宗法”与现代化的法治相悖；宗族文化的血缘性与现代化的业缘性相悖；宗族文化的封闭性与现代化的开放性相悖，等等。  相似文献   

英国的教师培训管理体制与机制   总被引：12，自引：1，他引：12  

刘儒德 《外国教育研究》2002,29(7):57-59

英国的教师培训由两套相互独立而且平行的系统共同进行管理，以保障教师培训管理的高效和公正。而且，教师培训机构的专业性认可制度直接与教师资格证的颁发挂钩，有力保证了教师培训课程的质量和教师资格证书的专业水准。此外，教师培训的评价和管理过程也相当透明，这些都值得我们借鉴与思考。  相似文献   

Le diagnostic du potentiel d’apprentissage par LPAD: Une etude de la fidélité     

Fred P. Büchel  Anik de Ribaupierre  Ursula Scharnhorst 《European Journal of Psychology of Education - EJPE》1990,5(2):135-158

The present study was intended to test some of the psychometric properties of Feuerstein’s Learning Potential Assessment Device (LPAD), in particular the reliability of the Set Variations II, considered to assess modificability or learning capacity. Thirty 10-year-old children were studied: an experimental group (N=20) submitted to two training sessions with Set Variations II and a control group (N=10). Both groups were administered three times the Standard Progressive Matrices (SPM). The experimenter’s interventions during training were semi-standardized, based on an examination guide, and the helps given were classified in four types. Analyses dealt with the number and type of helps provided as well as with errors during training. Correlations between these indices for the two sessions of training were rather low, indicating weak stability, in particular with respect to the helps provided. Correlations were also computed between the gains in SPM for the three administrations, indicating low stability in amount of progression. Further, it was also noted that the experimental group did not progress more than the control group. Conclusions are drawn with respect to reliability and validity of the Set Variations Test, as well as, on a more theoretical level, with respect to the concept of cognitive modifiability.  相似文献   

Evaluating the effect of a teacher training programme on the primary teachers’ attitudes,knowledge and teaching strategies regarding special educational needs     

F. Kurniawati  A. A. de Boer  A. E. M. G. Minnaert  F. Mangunsong 《教育心理学》2017,37(3):287-297

Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers’ attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study examines the effects of an in-service teacher training programme on regular primary school teachers’ attitudes and knowledge about SEN and about teaching strategies. A pre- and post-test control group design study was set up (N_{experimental group} = 33, N_{control group} = 34), comprising 11 public primary schools. The training programme consisted of 32 hours face-to-face training sessions, covering topics about attitudes and knowledge about SEN and about teaching strategies. In order to establish the effects of the training programme, attitudes and knowledge were measured at two moments: before and after the training programme was performed. The outcomes of ANCOVA revealed significant positive effects of the training programme on most dependent variables (attitudes, knowledge about SEN and about teaching strategies) with medium to large effect sizes. Implications for future research and practice are discussed.  相似文献   

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings     

Sonja?de Groot?KimEmail author 《Early Childhood Education Journal》2005,33(3):163-169

This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin’s experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child’s playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin’s strong desire to play in this area seems to be the impetus for physical development—he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play.  相似文献   

Arrested Motherhood: Parenting,Cognitive Distortions,and Depressive Symptoms in Mothers Being Released from Incarceration     

Ankie T. A. Menting  Bram Orobio de Castro  Walter Matthys 《Parenting, science and practice》2017,17(3):177-186

Objective. The present study examines cognitive and emotional problems in mothers being released from incarceration. Design. Participants were 98 mothers who were about to be released or had just been released from incarceration, and 63 comparison mothers from disadvantaged areas with low socioeconomic status, both with young children. Mothers provided self-report data on parenting behaviors, cognitive distortions, depressive symptoms, and socioeconomic difficulties. Results. Mothers being released from incarceration reported less optimal parenting behaviors (i.e., less involvement and poorer monitoring) and higher levels of cognitive distortions and depressive symptoms than comparison mothers. Cognitive distortions and depressive symptoms were related to less optimal reported parenting behaviors. Conclusions. Cognitive distortions, depressive symptoms, and less optimal reported parenting behaviors may be factors in incarcerated and formerly incarcerated mothers, which might put their children at risk, beyond risks associated with low socioeconomic status.  相似文献   

Tipping the scales: overcoming obstacles to support school readiness for all in low- and middle-income countries     

Elizabeth Spier  Frederik Leenknecht  Kaitlin Carson  Krystal Bichay  Ann-Marie Faria 《Early Years: An International Journal of Research and Development》2019,39(3):229-242

Despite evidence for the substantial benefits of school readiness among children in low- and middle-income countries (LMICs), most lack access to any pre-primary education at all, let alone high-quality preprimary education. In this article, we discuss obstacles and example of solutions to providing universal access to high-quality preprimary education in LMICs. We address (1) the need for a vision among policymakers, educators and families of what high-quality preprimary education should look like and how it could be provided in their context, and the motivation to make the vision a reality; (2) human resources, including motivated, skilled and qualified teachers as the center of a broad support system at national, regional and local levels; (3) material resources and infrastructure, including culturally appropriate play materials and child-friendly spaces; and (4) stable financing that allows for flexible adaptations of the model to different local contexts. For each element, we provide examples of these challenges and how they can be addressed, with a geographical focus on West Africa, the Middle East, Southern and Eastern Asia.  相似文献   

Explaining as Mediated Action     

Alexsandro Pereira de Pereira  Paulo Lima Junior  Renato Felix Rodrigues 《Science & Education》2016,25(3-4):343-362

Explaining is one of the most important everyday practices in science education. In this article, we examine how scientific explanations could serve as cultural tools for members of a group of pre-service physics teachers. Specifically, we aim at their use of explanations about forces of inertia in non-inertial frames of reference. A basic assumption of our study is that explanatory tools (e.g., typical explanations learned) shape the ways we think and speak about the world. Drawing on the theory of mediated action, analysis illustrates three major claims on scientific explanations: (1) explaining is an act of actively responding to explanations presented by others (and not only to evidence itself); (2) the actual experience of explaining involves the enactment of power and authority; (3) resistance (not acknowledging an explanation as one’s own) might be a constitutive part of learning how to explain (hence, teachers could approach scientific explanation in a less dogmatic way). These assertions expand the possibilities of dialogue between studies of scientific explanations and the social sciences. Implications for science teaching and research in science education are presented.  相似文献   

Relations and probability     

Burt Kaufman  Lennart Råde 《Educational Studies in Mathematics》1974,5(1):49-64

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多媒体教学在教育数学中应用研究(二)     

徐增德  黄儿松  李光华 《福建师大福清分校学报》2007,(2):11-15

依据教育数学的理论,制作高等数学多媒体教学的课件,成功地对05级本科三个专业学生进行了教学实践。  相似文献