加强高职新生英语教学衔接的思考     

胡海 《温州职业技术学院学报》2007,7(4):84-87

通过对高职新生英语学习过渡与衔接情况的研究,分析了高中和高职两个阶段的英语教学在教学目标、教学内容和教学模式上的差异。推进高职英语教学的自然过渡,合理地解决高职新生英语教学衔接问题,培养学生的学习策略,这对于帮助学生适应高职英语学习、提高语言交际能力有着重要的意义。  相似文献   

试论中学研究性学习的个体价值   总被引：1，自引：0，他引：1  

李淑杰 《江西师范大学学报(哲学社会科学版)》2003,36(3):122-124,128

研究性学习作为一种课题，引起了专家学者的积极讨论，在理论上给予了充分的重视。然而，研究性学习作为一门实实在在的课程，却没有引起人们足够的关注，在实践中得不到落实。当然，造成这种现状的原因是多种多样的。笔者认为，人们对研究性学习的教育价值，尤其是中学研究性学习的个体价值的认识不足是其中一个重要的原因。  相似文献   

国外基于网络学习的社会交互研究透视   总被引：2，自引：0，他引：2  

孟庆军 《外国教育研究》2007,34(10):76-80

网络学习需要社会交互,其交互的特点与面对面交互相比较,具有不同的思维与语言特征。交互过程的研究和与面对面交往比较的研究构成了国外网络学习社会交互研究的特点。  相似文献   

儿童:特殊的文学接受群体     

王昆建 《昆明师范高等专科学校学报》2007,29(1):6-9

儿童作为一个特殊的文学接受群体，呈现着不同于成人的文学接受特点。个体阅读需要、作品吸引力和成人引导是促成儿童主动的或被动的阅读动机。在阅读兴趣选择上儿童表现出明显的渐变性和群体差异性。形象思维是儿童文学接受的主要思维形式。以直接印象介入作品，从故事层面感知而不以理性去判断作品是儿童文学接受中的主要特点。与成人相比，儿童阅读活动还明显带有感性冲动性，即情感性。  相似文献   

The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education     

Jotie De Meyer  Bart Soenens  Nathalie Aelterman  Ilse De Bourdeaudhuij  Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):632-652

Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.

Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.

Participants: A total of 925 students with an average age of 15.80 years (±1.99) coming out of 92 classes taught by 22 different PE teachers participated in the present study.

Data analysis: Data on perceived controlling teaching style and students’ motivation were analyzed within a multilevel framework from both a variable-centered (regression analyses) and person-centered approach (cluster analyses).

Results: We found evidence for a distinction between perceived internally and externally controlling teaching. Both teaching styles were strongly related to each other (r?=?.54). At the level of zero-order correlations, both internally and externally controlling teaching related negatively to students’ intrinsic motivation and identified regulation and related positively to introjected regulation, external regulation, and amotivation. However, when both teaching styles were included simultaneously as predictors of motivation in the regression analyses, only internally controlling teaching predicted poor quality and low quantity of motivation. A cluster analysis revealed different profiles of perceived controlling teaching style, with two profiles being characterized by either high or low levels of the two types of controlling teaching and other profiles displaying elevated or reduced levels of one of the types of controlling teaching. This person-centered analysis confirmed that particularly students who perceive their PE teacher as internally controlling are likely to report poor-quality motivation.

Conclusion: Controlling teaching (and internally controlling teaching in particular) is related to maladaptive motivational outcomes. As such, it can be advised to PE-practitioners to refrain from using controlling strategies when teaching students. More research is needed to identify the conditions under which teachers’ behavior is perceived as externally and/or internally controlling.  相似文献   

Development and validation of the Perceived Game-Specific Soccer Competence Scale     

Hannele Forsman  Arto Gråstén  Minna Blomqvist  Keith Davids  Jarmo Liukkonen  Niilo Konttinen 《Journal of sports sciences》2016,34(14):1319-1327

ABSTRACT

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.  相似文献   

Development of perceived competence,tactical skills,motivation, technical skills,and speed and agility in young soccer players     

Hannele Forsman  Arto Gråstén  Minna Blomqvist  Keith Davids  Jarmo Liukkonen  Niilo Konttinen 《Journal of sports sciences》2016,34(14):1311-1318

ABSTRACT

The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players’ levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players.  相似文献   

基于学习共同体的中小学生学习心理机制及有效教学策略     

黄爱玲  宋艳丽 《当代教育与文化》2019,11(6):60-65

学习共同体的学习方式有别于传统的教师主讲式的课堂授课形式。学习共同体特别强调"师-生"之间,"生-生"之间缔结一个相互联系、相互制约、彼此促进的共同体来完成学生的学习活动。基于学习共同体的中小学生学习心理机制是一种主动建构、信息加工的过程,即:"1.输入信息、注意保持、认知观念;2.加工信息、内化知识、建构系统;3.改组经验、解决问题、生成能力"。学习共同体旨在教师引导下,让学生通过自主探究、小组讨论、合作分享、获得知识、生成能力。教师实施有效的教学策略,充分发挥学习共同体的功能,会促进培养中小学生的核心素养,提升学生分析问题解决问题能力。  相似文献   

中国基础研究类高层次科技人才流动特征分析 ——以环境领域为例     

赵伟 《中国科技资源导刊 (中国信息导报)》2016,(4):81-86

探寻我国基础研究类科技人才,尤其是高层次科技人才的流动特征和规律,对于制定我国基础研究类科技 人才发现、培养和发展的政策具有重要意义。本文以环境领域国家杰出青年科学基金获得者为研究对象,对中国该领 域基础研究类高层次科技人才的机构流动和国别流动特征进行分析。基于马斯洛需求理论,进一步对不同动机产生的 人才流动所对应的年龄分布进行探讨,为我国基础研究类高层次科技人才的政策制定提供参考和借鉴。  相似文献   

Intrinsic Versus Extrinsic Motivation: An Approach/Avoidance Reformulation     

Martin V. Covington  Kimberly J. Müeller 《Educational Psychology Review》2001,13(2):157-176

The main purpose of this article is to advance an alternative perspective on the relationship between intrinsic and extrinsic motivation, and in particular to examine critically the assertion that these processes are antagonistic such that the will to learn for its own sake is inhibited by the presence of extrinsic, tangible rewards and incentives such as school grades. The presumption of an antagonistic relationship largely depends on the theoretical perspective adopted. An alternative interpretation based on need achievement theory leads to distinctly different conclusions. Exploring this new perspective allows one to identify both the conditions under which intrinsic motives may coexist with extrinsic motives as well as to consider some of the means by which intrinsic motives and caring about learning can be stimulated in their own right in school settings.  相似文献