关于教师心理调试的几点思考     

隆艳 《湖南广播电视大学学报》2005,(4):27-28

目前教师心理不够健康的现象比较突出。主要的成因，有个人因素，职业因素，社会因素。提高教师心理健康水平的对策，须加强自我管理，切实减轻教师职业倦怠，呼吁全社会都来关爱教师，关注教师的心理健康。  相似文献   

意识形态:密利本德论当代资本主义政治认同的一个视角          下载免费PDF全文

吴建永 《唐山学院学报》2019,32(4):56-62

密利本德将意识形态在当代资本主义政治认同中的作用定义为政治的社会化和合法化过程。在当代资本主义国家生活中,不仅政治上的保守党,甚至左翼工人政党都在制造大量"民众政治"的幻象。宗教、民族主义、大众传播和文化教育作为意识形态渗透的主要手段,在确保资本主义政治正确和参与危机管理过程中都发挥着重要的导向作用,成为当代资本主义精神生产与阶级统治的重要工具。密利本德对当代西方国家政治认同策略的研究对新时代党的意识形态建设具有重要的借鉴意义。  相似文献   

大学生心理健康教育途径的探析     

阳光 《湖南广播电视大学学报》2005,(2):80-81

时代的发展不仅要求大学生具有必备的理论知识、创新和实践能力，更需要具有良好的心理素质。而目前大学生的心理障碍或心理问题已成为一种不容忽视的社会现象，并呈逐年上升的趋势，状况令人担忧。只有对其采取相应的措施，寻找有效的教育途径，才能提高大学生的心理素质，促进他们的心理健康，使其全面发展。  相似文献   

心理训练法在诊所法律教育中的运用探讨     

白洁  柳正权 《新疆职业大学学报》2007,15(3):90-92

心理训练法是运用心理学原理,经过一系列的学习和练习,提升学生心理素质的教育方法。它是法律能力教育的催化剂,它能有效提高诊所法律教育的教学效果。在诊所法律教育中,心理训练通过建构四个模块,有针对性地进行训练,教学效果显著。  相似文献   

Research-based teacher education? Exploring the meaning potentials of Swedish teacher education     

Daniel Alvunger 《Teachers and Teaching》2018,24(4):332-349

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.  相似文献   

新疆民族大学生校园语码转换的原因调查     

赵文 《新疆职业大学学报》2006,14(2):38-41

新疆维吾尔自治区是一个多民族聚集的地方，各民族语言和汉语都得以使用。在各族师生和睦枢处的综合性大学中，语码转换的情况时常出现。本文通过对新疆大学民族班学生进行问卷调查，从语码转换的语言特征、交际环境和交际双方的心理因素三个方面来分析语码转换的原因。  相似文献   

明中后期驿丞群体的身份与心态     

于宝航 《辽宁师范大学学报(社会科学版)》2007,30(4):125-128

明代的驿丞出身卑微,品秩低下,但对于政治系统的运行具有重要作用,这种矛盾的身份影响到他们的心态,造成了明中后期驿递系统的种种弊病。通过提升边缘人群在历史观察中的地位,可将制度的变迁与其同时代的社会文化因素联系起来,在揭示明中后期驿递变迁深层原因的同时,用普通联系的思维方式观察社会历史。  相似文献   

政权的更替与缠足的流行：历代缠足延续缘由考析     

祖晔 《巢湖学院学报》2016,(5)

缠足习俗起源于北宋,没落于民国。不同的历史发展阶段,对缠足习俗产生影响的主要因素也大不相同。宋代时以小脚为美的审美观念,驱使缠足从理想走向实践;元代是少数民族建立的政权,汉人的民族认同感和自豪感是缠足习俗发展的最重要动力;明代时缠足习俗才真正与伦理道德联系起来;清代统治者屡禁缠足而不止,不仅有汉人的抵抗和缠足习俗早已深入人心等观念上的原因,还有禁令不彻底,措施不合理等制度上的原因。近代西方文明的传入,社会的大变革,终结了中国缠足的时代。  相似文献   

达摩克利斯之剑下的解脱——评索尔·贝娄辞世之作《拉维尔斯坦》的文化主题     

朱潇潇  胡洁雯 《牡丹江教育学院学报》2007,(5):26-27

美国著名小说家索尔.贝娄在进行创作时,一直受到自己民族身份的影响。作为一个犹太人,他始终在寻找着自己的"身份"和"信仰"。由于犹太教正统文化和美国文化的冲突,贝娄也遭遇到了在美国生活的犹太人的普遍困惑。本文旨在从宗教的角度出发,分析其辞世之作《拉维尔斯坦》的文化主题。  相似文献   

A sociocultural perspective on mediated activity in third grade science     

John M. Reveles  Gregory J. Kelly  Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495

This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment. The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science. The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed. John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings; sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses, graduate science education seminars, and graduate research courses. Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning. This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education. He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning science in secondary schools. He is editor of the journal Science Education. Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted research on after school computer clubs, technology and learning as part of the international UC Links Network. With support from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving the educational progress of Latino students in the middle and high school grades.  相似文献