精思善辩:墨家智慧学的特色     

孙中原 《平原大学学报》2006,23(1):55-57

精思善辩是墨家智慧学的特色。用现代科学观点,诠释墨家精思善辩的智慧学精华,是古为今用,弘扬中华民族优秀传统文化的重要任务,有积极的现实意义。  相似文献   

Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson     

Lynn Van den Berghe  Greet Cardon  Isabel Tallir  David Kirk  Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670

Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.

Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.

Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.

Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.

Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson.  相似文献   

学校意外事件的分析与预防     

欧阳宇 《福建师大福清分校学报》2007,(4):16-18

目前,学校所置身于其中的社会较以往复杂易变,时学校管理的冲击与日俱增,这往往会引发种种不同形式的意外事件。如何理解这些意外事件及其危害,从而加以有效的预防,已经成为学校管理中必须要面对的一个重要课题。  相似文献   

高师小学教育专业研究性学习课程的开发研究     

张晓龙 《和田师范专科学校学报》2005,25(6):5-6

师范院校承担着基础教育师资的培养任务,为适应新课程改革,开设研究行学习课程有其必要性和可行性。在开设中需要创造条件,制定管理策略,还需要注意有关问题。  相似文献   

中小学生考试焦虑及其心理辅导     

杨继龙  金保华 《湖北招生考试》2007,(4)

考试焦虑是中小学生常见的一种心理问题。过度的考试焦虑严重地影响着中小学生正常的学习生活以及身心健康,是中小学生学习过程的主要困扰之一。了解考试焦虑的成因,寻找降低过度考试焦虑的方法,对中小学生进行必要的心理辅导实属必要。  相似文献   

中小学教师劳动用工制度的完善——兼议中小学人事制度改革的问题与路径   总被引：1，自引：0，他引：1  

BO Jian-guo 《教育理论与实践》2007,(15)

中小学教师的人事安排和人员流动必须在国家的宏观调控之下。公立中小学与民办中小学校教师可实行分类管理,并且适用不同的管理制度。公立中小学教师主要依据行政法法律制度,实行定期交流制度;民办学校教师、自由流动教师、代课教师可规定为政府雇员,主要依据民法规范学校与教师的劳动关系。两类教师应该具有相同的法律地位,在工资、福利待遇、工作环境等方面基本相同。  相似文献   

谈太极拳教学     

龚剑 《安徽教育学院学报》2001,19(6):59-60

本文通过太极拳教学分析，探讨激发学生学习太极拳的热情，掌握教学规律。  相似文献   

历史上湘西苗疆的学校教育     

姚金泉 《民族教育研究》2001,12(2):62-64

湘西大规模的学校教育始于清代，当地的苗族士人可以享受到一定的倾斜政策。20世纪上半叶，中原地区战乱不休，日本又挑起了全面的侵华战争，政治和教育重心西移，这使湘西地区相对安定，教育继续得到发展。  相似文献   

学校德育价值的几点思考     

黄忠龙 《黄冈职业技术学院学报》2005,7(2):34-36

本文从学校德育中的价值和学校德育的价值两个方面对德育价值进行界定;从认识、智力、情感、审美四个层面探讨了德育价值的表现形式,试图从遵循德育规律,采取正确的导向等方面使学校的德育价值最终得到实现。  相似文献   

中学生课外阅读调查与分析     

艾青玲 《青海师专学报》2003,23(5):141-142

本文就中学生语文素养较差这一问题对中学生课外阅读的现状进行了抽样调查、分析，认为中学生的课外阅读量小，阅读面狭窄，课外阅读得不到家长、学校、社会的支持和保证，这是语文学习停滞不前的一个重要因素，同时提出了中学生课外阅读的一些建议。  相似文献