混龄教育模式与幼儿的社会化发展     

郭宗礼 《英才高职论坛》2006,(3)

由于缺乏游戏交往的场所、时间和同伴,当前幼儿的社会化存在发展不良的问题。混龄教育模式本身的特点使其在解决这些问题时具有天然的优势:它为幼儿社会化的发展提供了真实自然的客观环境,可以有效地促进幼儿的亲社会行为的发生和发展,培养和增强幼儿的自信心,促进情感和自制能力的发展,促进幼儿社会交往能力和社会适应能力的发展。  相似文献   

试论高等学校中层领导的同级协调     

潘启富 《哈尔滨学院学报》2005,26(1):101-104

高校中层领导在组织内是一个特殊的群体，在管理工作中处于重要地住，因此，中层领导之间协调与否关系到高校管理工作的顺利实现。文章试图依据管理的一般原理，并结合管理实践，对高校中层领导的同级协调作一些探索，以期为高校管理工作提供一些有益的借鉴。  相似文献   

Peer to peer support: the disappearing work in the doctoral student experience   总被引：1，自引：1，他引：0  

Rosemerry Devenish  Sylvia Dyer  Therese Jefferson  Sue van Leeuwen  Victor Fazakerley 《高等教育研究与发展》2009,28(1):59-70

This paper reflects on the importance of study groups in contributing to a positive postgraduate experience and explores specific concepts, such as ‘disappearing behaviours’ in contrasting the ‘official’ languages of universities with the beneficial behaviours found through study groups. Additionally the paper advocates the systematic inclusion of strategies such as study groups in the postgraduate experience. Funding arrangements and research frameworks for higher education in Australia focus on student progress and completion, as well as comparison of research quality within and between universities. As a result, there is a significant emphasis on timely completion of postgraduate degrees. This paper posits that there is an apparent contradiction between the indicators of success in this area, such as completion rates and annual progress reports and the positive contribution that study groups can make to the doctoral student experience.  相似文献   

THE GULLIFORD LECTURE: Bullying or befriending? Children's responses to classmates with special needs     

Norah Frederickson 《British Journal of Special Education》2010,37(1):4-12

Children with special educational needs are generally less accepted, more rejected and more likely to be victims of bullying than their typically developing classmates. However, they are sometimes treated more favourably than classmates, more like friends than acquaintances. In this article, based on her contribution to the Gulliford Lecture series, Norah Frederickson of University College London argues that attributional processes which appear central to the establishment of peer acceptance and supportive relationships are more likely to be triggered when a child's difficulties are severe or obvious, classmates are older and explanatory information is given to them. Schools are sometimes reluctant to discuss the special needs of a pupil with their classmates due to concerns about labelling. However, the literature on labelling suggests that such concerns have been exaggerated and that labels can sometimes serve a protective function. Norah Frederickson suggests that respectful, helping relationships between typically developing classmates and pupils with special needs are valued by young people, their parents and teachers, and can build to friendships within a context of positive opportunities for interaction.  相似文献   

Comparison Between Effects in Two Blended Classes Which E-Learning Is Used Inside and Outside Classroom     

Isao Miyaji 《美中教育评论》2011,(4):468-481

  相似文献   

Mentoring GenX for Leadership in the Public Library     

《Public Library Quarterly》2013,32(1-2):205-217

SUMMARY

Mentoring relationships have typically reflected the hierarchical world of which they were a part. Now the metaphor of the web, with its connections and decentralization of power, has blurred the lines between managers and workers. Mentorship within a web-like structure of connections can help to ensure that the public library evolves and thrives in a world that is flatter, looser, and fond of multi-tasking.  相似文献   

Accuracy of students' self‐assessment and their beliefs about its utility     

Magdeleine D.N. Lew  W.A.M. Alwis  Henk G. Schmidt 《Assessment & Evaluation in Higher Education》2010,35(2):135-156

The purpose of the two studies presented here was to evaluate the accuracy of students' self‐assessment ability, to examine whether this ability improves over time and to investigate whether self‐assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self‐assessments of 3588 first‐year students enrolled in a post‐secondary institution was studied throughout a semester during which each student made approximately 80 self‐assessments about his or her own learning process. These self‐assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self‐, peer and tutor assessments suggest weak to moderate accuracy of student self‐assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self‐assess with higher accuracy than their less competent peers. Comparing the accuracy of student self‐assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self‐assessment on their learning was administered to 936 first‐year students. Based on their responses, sub‐groups of students were identified: those who either believed in the usefulness of self‐assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of self‐assessment and the accuracy of their self‐assessments.  相似文献   

科技期刊编辑如何利用专家审稿意见提高审稿能力   总被引：16，自引：8，他引：8  

蔡玉琪 《编辑学报》2006,18(6):462-463

介绍科技期刊编辑利用专家审稿意见提高审稿能力的方法及实例.认为专家审稿意见是非常宝贵的资料,科技编辑在工作实践中只要注意收集、归纳与整理,日积月累,定能逐步提高专业素养,提高审稿能力和审稿效率.  相似文献   

大学人事制度改革中的专业性协调力量--美国大学教授联合会在大学"终身聘任后评审"运动中的作用述评     

方展画  林莉 《比较教育研究》2006,27(6):50-54

当前我国高等教育领域人事制度改革正如火如荼.由于在人事制度设置中大学管理者的强势地位,如何确保大学管理文化主导下追求绩效要求的同时,又不损害学术自由,需要引入专业性的学术协调力量.在这方面美国大学"终身聘任后评审"运动中的专业性协调将给我们以有益的启示.  相似文献   

同伴指导对我国教研组制度建设的启示浅析——教师合作的视角     

徐君伟  左林华 《中国教育学刊》2012,(Z1):47-48

我国中小学的教研组活动以及国外的教师同伴指导都是常见的教师专业发展活动,这两种活动在形式、内容与内涵特征方面有所重叠但又各具特点。本文从合作的视角,对其合作的组成及参与主体之间的相互关系、合作的内容与实施方式进行比较,希望有助于在新课程背景下寻找我国教研组制度建设的新视角,促进教师教育专业化。  相似文献