当前高校开展朋辈心理咨询的现状及问题     

李术红  王丽娟 《唐山师范学院学报》2011,33(5):119-121

开展朋辈心理咨询是高校进行大学生心理健康教育的重要途径,也是我国心理咨询工作本土化的积极尝试和探索。高校在这方面取得了一些成就,实践表明有效的朋辈心理咨询是必要的。同时这项工作还存在诸多发展问题。  相似文献   

Increasing the uptake of peer feedback in primary school writing: findings from an action research enquiry     

Stuart Ian Boon 《Education 3-13》2016,44(2):212-225

This article reports on how an action research strategy was used to increase children's uptake of feedback during peer assessment in primary school writing. Several different strategies were used in the study that had been successful in increasing students’ uptake of peer feedback in contexts such as higher education. In order to evaluate how successful these actions were, several different data collection methods were drawn upon to triangulate findings including children's work, observations, informal interviews and mind mapping. Thematic analysis was used to analyse the data generated. Findings are consistent with those from research in other settings which suggest that pupils make better use of feedback if: it is task-involving and useful; there is sufficient time given for them to act on it and discuss it with their peers; and they are asked to reflect on how it has been used to improve the quality of the assessed work.  相似文献   

Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons     

Ying Zhan 《Assessment & Evaluation in Higher Education》2019,44(7):973-986

Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors’ feedback practice as well as students’ past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students’ complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study.  相似文献   

Equalising schooling,unequalising private supplementary tutoring: access and tracking through shadow education in China     

Wei Zhang  Mark Bray 《牛津教育评论》2018,44(2):221-238

The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels.  相似文献   

Assessing postgraduate student perceptions and measures of learning in a peer review feedback process     

Genevieve Simpson  Julian Clifton 《Assessment & Evaluation in Higher Education》2016,41(4):501-514

Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis.  相似文献   

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course          下载免费PDF全文

Patrick J. Herling  B. Tanya Mohseni  Derek C. Hill  Stacy Chelf  Jeffrey A. Rickert  Jonathan T. Leo  Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.  相似文献   

Understanding autonomous peer feedback practices among postgraduate students: a case study in a Chinese university     

Deliang Man  Yiqin Xu  John Mitchell O’Toole 《Assessment & Evaluation in Higher Education》2018,43(4):527-536

Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research.  相似文献   

同伴接纳与流动儿童外化问题行为的关系:自尊和物质主义的链式中介作用     

张春妹  丁一鸣  陈雪  周长新 《中国特殊教育》2020,(1):65-72

本研究探讨同伴接纳对流动儿童的外化问题行为的影响,以及自尊、物质主义的链式中介作用。在武汉市三所小学选取478名五、六年级的流动儿童,运用同伴提名法、物质主义价值观量表-儿童版(MVS-c)、自尊量表(SES)、儿童青少年问题行为问卷(CB)进行问卷调查。结果发现,同伴接纳、物质主义价值观、自尊、外化问题行为四者均显著相关;同伴接纳对外化问题行为具有很强的直接预测作用,也会通过物质主义价值观和自尊的部分中介作用而影响外化问题行为,还会通过自尊、物质主义的链式中介作用影响外化问题行为。  相似文献   

Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms     

Abigail S. Hoffman  Jill V. Hamm  Kerrylin Lambert  Judith Meece 《Journal of Experimental Education》2020,88(4):559-577

Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

阅读 讨论 诵读 写作——关于大学英语写作教学     

石霞 《丹东师专学报》2002,24(1):68-69

写作教学一直是大学英语教学的薄弱环节.本文提出阅读-讨论-诵读-写作的教学途径.  相似文献