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劳动教育作为教化的形式,无疑对于丰盈儿童的精神世界具有积极的作用。引导儿童通过具有教育性的劳动,生成自我价值;获得自我承认;确立自我意识,从而,逐步拓展儿童的精神生活,为儿童走向未来的良善生活做好精神上的启蒙,这有助于将劳动融入儿童的精神生活世界,辨明劳动教育的合理性。 相似文献
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Benjamin Rubeli Esther Oswald Achim Conzelmann Jürg Schmid Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360
ABSTRACTBackground: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, Mage?=?13.2 y, SDage?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem. 相似文献
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研究采用青少年自我价值感量表对328名示范高中学生进行问卷调查，结果表明：示范高中学生的自我价值感水平显著高于一般高中学生，女生社会自我、家庭自我及道德自我显著高于男生，在其他因子上无显著性差异。 相似文献
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Marian Sainsbury 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):137-139
Contemporary theories of academic motivation seek to explain students’ behaviours in academic settings. While each theory seems to possess its own constructs and unique explanations, these theories are actually closely tied together. In this theoretical study of motivation, several theories of motivation were described and an underlying theme of the influence of emotions was used to unify the theories. In these theories, emotions and beliefs are thought to elicit different patterns of behaviour such as pursuit of mastery, failure avoidance, learned helplessness and passive aggression. Implications emerged which focused upon creating classroom contexts that foster feelings of autonomy, competence and meaning as the catalysts for developing adaptive, constructive learning. 相似文献
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以299名初一到初三学生为被试对象,考察了初中学生有无偶像、偶像类型、偶像崇拜程度与不同维度自我价值感以及与学业成绩的关系。结果发现:1、初中学生有偶像的人数显著高于无偶像的人数,并且有偶像的人数在年级和性别上没有显著差异;2、有偶像的学生的自我价值感在大多数维度上显著高于无偶像的学生;3、偶像类型在自我价值感的大部分维度上主效应不显著;4、有偶像与无偶像的初中学生的学业成绩之间没有显著差异,偶像类型与偶像崇拜程度在学业成绩上的交互作用显著。 相似文献
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The transition from primary to secondary school can be a period of anxiety for many children. Although most schools have developed
systems to ease this process, it has been argued that the emphasis is often on administrative and organisational procedures.
In contrast, children and parents are typically more concerned with personal and social issues. It may be that such concerns
have received insufficient attention in the past. This paper employs theoretical perspectives from the literature on resilience
and self-esteem to examine key aspects of the process of transition from the perspective of the individual child. It is argued
that for some children at least, transition can be legitimately considered ‘a challenge of living’ because of the social and
personal messages which are received from a range of experiences within a concentrated period of time. The nature and source
of these messages are discussed, and some implications for practitioners suggested. It is argued that in order to help vulnerable
individuals cope with, and even benefit from, the period of transition, we need to focus more on the way social and personal
experiences are interpreted at this time.
相似文献
| D. J. MillerURL: http://www.dundee.ac.uk/fedsoc/staff/dmiller |
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