在学校教育中实践和运用团体心理辅导的探索     

广州市越秀区朝天小学课题组 《教育导刊》2007,(6):28-30

2002年10月,我校的"小学生团体心理健康教育研究"作为全国教育科学"十五"规划重点课题"团体心理辅导的理论、应用与推广研究"的子课题,开始了研究.在过去的三年多里,我校作为总课题组的实验学校之一,在将团体心理辅导运用于学科课堂、班集体建设、社区活动、学生心理咨询等多方面进行了积极的探索和实践,取得了很好的效果.  相似文献   

The Dialectic Relationship between Research and Practice in Mathematics Teacher Education     

Mercedes García  Victoria Sánchez  Isabel Escudero  Salvador Llinares 《Journal of Mathematics Teacher Education》2007,9(2):109-128

This paper addresses issues linking research in student teacher learning with reflection on practice in mathematics teacher education. From a situated perspective on learning and practice, we explore our own practice as teacher educators while researching student teacher learning in our classrooms. We describe a study on student teacher learning, considering student teacher learning as a “process of becoming”, and how the results of this research have affected our development as mathematics teacher educators and members of a community of inquiry. Our work shows how in the mathematics teacher education context the relationship between theory and practice becomes an element of both teacher educator and researcher development.  相似文献   

民办学校产权模式新视角——椒江"教育股份制"实践价值的再认识   总被引：2，自引：0，他引：2  

吴华  徐正福  徐晓东 《教育研究》2004,(12)

从"产权联合、资源优化配置、优势互补"等重要方面对浙江省台洲市椒江区的"教育股份制"的制度优势进行重新思考,为中国民办教育的健康发展提供了新的视角。通过分析学校产权的结构化特征,可以获得三个重要结论:第一,一元产权结构对于建立和完善现代学校法人治理结构存在制度上的缺陷;第二,多元产权结构更有利于民办学校实现教育资源的优化配置;第三,在学校多元产权结构中考虑校长及教师的人力资源的价值,更有利于保障学校产权的制度效率。  相似文献   

Eternal vigilance: politics,race, and the struggle for educational equity in a Central Texas Community     

Samuel García Jr. 《International journal of qualitative studies in education》2018,31(8):726-746

Abstract

This article documents the emergence of a Mexican-American political consciousness in a Central Texas Community and the efforts to dismantle decades of inequitable, exclusionary educational policies and practices. We take readers into a community on the verge of profound change by exploring primary historical data and situating the voices of community leaders in a historical context. We employ a theory of change framework (RASPPA) to chronicle a community’s response to macro-level societal changes. To understand the need for Mexican-American activism in Central Texas, we providing a survey of literature that chronicles Mexican-American experience in Texas. This is a story about a community realizing its political capacity and leveraging its own agency for change. We take a walk-through history and use place, race, identity and courage to inform a new vision for educational equity.  相似文献   

利用EDA技术进行数字电路课程设计的研究   总被引：1，自引：0，他引：1  

张向锋 《洛阳工业高等专科学校学报》2002,12(1):17-19

电子设计自动化(EDA)技术,通过软件编程对硬件进行设计开发,使得硬件设计可以如同软件设计那样方便快捷.利用EDA技术进行数字电路课程设计是EDA实践教学的重点和切入点.  相似文献   

不定形耐火材料的制备技术与应用技术走向     

李再耕 《洛阳工业高等专科学校学报》2002,12(2)

2.4作业性能由于在不定形耐火材料中引入了超细粉,尤其是无定形、球状的氧化硅超细粉,同时采用了人工加工后的粒形(改变了自然颗粒形状,由片状、棱柱状、针状等形状加工成近等轴球状)和合理的粒度级配,不定形耐火材料的作业性能,尤其是耐火浇注料的作业性能发生了很大变化.……  相似文献   

Spelling difficulties in Spanish-speaking children with dyslexia / Dificultades de escritura en niños españoles con dislexia     

Paz Suárez-Coalla  Nerea Villanueva  Soledad González-Pumariega  María González-Nosti 《Infancia y Aprendizaje》2016,39(2):275-311

In addition to reading difficulties, a significant proportion of developmental dyslexics have spelling problems, which persist into adulthood. Studies carried out in languages with opaque orthographies have found that dyslexics frequently make phonological substitutions when spelling and have difficulties in developing orthographic representations of irregular words. Those errors seem to derive from an excessive use of phonological codes when writing. Minimal research in Spanish (relatively transparent orthography) about the relationship between dyslexia and spelling difficulties has been carried out to date. In this study, 19 Spanish-speaking developmental dyslexics (from 7 to 11 years old) and 28 controls (from 6 to 11 years old, distributed in two groups, one matched for age and the other for reading level with the dyslexics) performed a dictation task of 80 stimuli with different levels of orthographic consistency, in order to discover the codes they use in the writing process. Results showed that Spanish children with dyslexia made significantly more spelling errors, especially among the ruled and irregular words. These findings are consistent with the idea that these children have difficulties in developing orthographic representations and use phonological codes more frequently than non-dyslexics, resulting in phonologically plausible errors when writing irregular words. These results have important implications for the treatment of spelling difficulties in children with dyslexia, highlighting the need to focus on the correct acquisition of grapheme-phoneme conversion rules as well as the development of appropriate orthographic representations.  相似文献   

Reviews: 9     

Eric Deeson  Consultant in Education  Training Technology 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):536-536

Rudestam, Kjell & Schoenholtz-Read, Judith ed (2002) Handbook of online learning Sage (Thousand Oaks CA & London) ISBN 0-7619-2403-5 460 pp £35 (boards £69)
http://www.sagepub.co.uk info@sagepub.co.uk  相似文献   

单端反激式变换器的稳态及低频小信号特性研究     

高曾辉  官国仕 《宜宾学院学报》2004,4(3):131-132

采用状态空间平均法建立了单端反激式开关电源的状态空间平均模型 ,并对其稳态及低频小信号特性进行了研究 ,可用于这类电源的稳定性分析  相似文献   

Facilitating Conceptual Change in Students’ Understanding of Boiling Concept     

Bayram Co&#;tu  Alipa&#;a Ayas  Mansoor Niaz  Suat ünal  Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536

The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions. Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test. The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding. No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching strategy enabled students to retain their new conceptions in the long-term memory.  相似文献