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本研究以高职学生常见的自信心缺失为出发点,选取同专业同年级的两个班级随机分为实验组和控制组,分别进行为期10周的拓展训练和排球训练,研究基于元认知理论设置的拓展训练对于提高高职学生自信心的影响。实验前两组被试在自信心各因子和自信总分方面没有显著差异,实验结束后,实验组在接受拓展训练后各个维度均有提高,尤其在学业表现、外表自信、社会交往、心境四个分量表及量表总分方面的得分显著高于控制组,课程结束时被试对小组成员的满意度很好,对自己自信心的评估有显著提高。因此,基于元认知理论设置的拓展训练课程提高了高职学生的自信心。 相似文献
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本研究主要采用实验法和临床访谈法对某小学二年级单纯型数困儿童与混合型数困儿童进行一致/环一致应用题测验,以考察两类数困生在解决此类应用题时表征策略的差异.结果表明:(1)正常组学生较多地使用问题模型策略,数困组较多地使用直译策略;正常组在列式成绩显著优于数困组,列式时间显著少于数困组.(2)在两种表征策略(直泽表征、问题模型表征)上,单困组与双困组没有显著差异.(3)在列式成绩、列式时间上,单困组与双困组没有显著差异.(4)简单提示对三类学生的表征策略、列式成绩及列式时间均没有产生显著的影响. 相似文献
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以"经验合作教学"的校本教师培训的新思路为依据,采用实验组、控制组前后测实验设计,选取初中语文和数学教师共33人,以年级学科组为单位施以为期8个月的经验合作教学干预,运用教育实验法考察经验合作教学对教师课堂教学(包括教学效能感、课堂情绪体验、教学效果)的影响。研究表明:(1)实验学校教师在一般教育效能感和教学效能感两个维度上的得分均较实验前有所提高,且个人教学效能感的提高量大于一般教育效能感;(2)实验学校教师轻松、愉快、满意的积极情绪体验的出现频率提高,失望的消极情绪出现频率降低;(3)实验学校教师在学生评价的课堂教学策略与互动、教学信息的总体把握与反馈两个维度的得分较实验前有所提高。 相似文献
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解题思维策略训练提高小学生解题能力的实验研究 总被引:9,自引:1,他引:8
本实验根据学生学习能力、数学基本知识,数学难题三测验,将小学六年级九十四名学生配对分组,作等组实验。实验组学生接受解题思维策略训练,而控制组学生在同等时间内,作相应的习题练习。实验结果表明,专门开设解题策略的思维课,在较短时间内,可提高学生的解题能力,且训练的解题方法能迁移,尤其是中等生受益最大。 相似文献
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通过实验研究证明团体心理咨询在解决教师情绪问题和改善教师情绪状况方面具有重要作用.被试:河北省武安市26名小学教师.方法:采用实验组、控制组前后测设计.对实验组进行八次团体心理咨询,在干预后要求团体成员对干预活动及情绪状态的变化进行主观评价,并采用16PF问卷进行前后测,以C(稳定性)、I(敏感性)、O(忧虑性)、Q4(紧张性)四个人格维度作为情绪指标.结果:1.测验结果:实验组和对照组后测得分在敏感性、紧张性两个人格维度上差异显著,在忧虑性人格维度上临界显著.在稳定性、敏感性、忧虑性、紧张性四个人格因素上,实验组前后测结果差异显著.2.主观评价结果: 教师对团体游戏最感兴趣,对自我探索活动感受最深,从认知活动中获益最大.结论:1. 团体心理咨询对教师情绪干预有效;2.团体咨询中的认知学习是教师情绪改变的关键. 相似文献
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This study examined the effects of a senior high school suicide prevention unit on students' levels of stress, anxiety, and hopelessness. An experimental group that received instruction in suicide prevention, and that demonstrated special needs, i.e. low social support, high stress, high anxiety, and/or high degrees of hopelessness, was compared with an experimental group that did not demonstrate special needs, and with two control groups that received no instruction, one with, and one without, special needs. Results indicated that both the experimental group with special needs and the experimental group without special needs showed significant increases in factual knowledge; the experimental group with special needs showed significant change on psychological variables, while the control group with special needs did not. No significant differential changes were noted between the experimental group with special needs and the control group with special needs. Implications for counselling psychologists are considered. 相似文献
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Kuei-Pin Chien 《Journal of motor behavior》2018,50(3):275-284
The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque. 相似文献
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In this study, we used a quasi-experimental pretest–posttest mixed design to assess the effect of association instruction on students' poetic creativity. Creativity was judged using the consensual assessment technique. A total of 64 fourth-grade students from two intact classes participated in the study. One class was assigned to the experimental group (n = 34) and the other to the control group (n = 30). Weekly for 5 weeks, the experimental group received 30 minutes of instruction in forming associations, and then each student composed a Chinese free verse based on a given association theme. The control group received traditional writing lectures prior to composing Chinese free verses. Three groups of judges assessed the completed poems (a total of 320 poems), evaluating their creativity on 14 dimensions. The judges included three expert teachers with at least 10 years of teaching experience in Chinese, three teachers who had won awards in nationwide Chinese writing contests, and three professors of children's literature; the overall inter-rater reliability was .85. The experimental group showed greater creativity compared to the control group in number association (d = 1.09), picture association (d = 0.62), and free association (d = 1.07). This article also discusses how to select judges, assessment criteria for children's poetic creativity, and techniques for association instruction to enhance children's poetic creativity. 相似文献
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Reeve Johnmarshall Jang Hyungshim Carrell Dan Jeon Soohyun Barch Jon 《Motivation and emotion》2004,28(2):147-169
Engagement refers to the behavioral intensity and emotional quality of a person's active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to promote their students' engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students' autonomy. Over a series of 3 classroom observations, trained raters scored each teacher's autonomy support and 2 measures of their students' engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement. 相似文献
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M Nagane 《Perceptual and motor skills》1990,70(2):611-614
This experiment was designed to compare sensitive and insensitive children under psychological stress during performance on a motor skill. A new index for sensitivity based on the psychological and physiological data (heart rate) was introduced. The subjects were 50 Japanese children. Although experimental groups received competitive instruction and were given the mirror-drawing task, a control group did not receive such instruction. The sensitive group made fewer errors than the insensitive group and the control group. These results suggest that the combined index is a more useful measure of psychological stress than a single index. 相似文献
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Alex M. Clarke Monica Mantn Linda L. Viney Alan J. Hayes 《International journal of psychology》1975,10(3):181-196
Children from preschools in Australia (AUST) were compared with indigenous children from preschools at Hanuabada and Kaugere in Papua New Guinea (PNG). The effects of modelling and instruction, separately and together, on their performance in problem-solving tasks were evaluated. In addition, a within-culture comparison was made of the two PNG groups. ANCOVAS were computed with the factors group (PNG-AUST and Hanuabada-Kaugere), treatment condition (no modelling with no instruction, instruction alone, modelling alone, and instruction with modelling) and sex. Mental and chronological ages were included as covariates. The results showed that (a) the strategy adoptions were more frequent in the instruction with modelling and in the instruction alone conditions than in the control condition and the modelling alone condition was not different from the control condition, (b) PNG children in the three experimental conditions adopted the advocated strategy about three times as often as the Australian children, (c) no differences occurred between girls and boys in strategy adoptions but girls were quicker in completing the tasks than boys, and (d) chronological age was a predictor of group effects. These results were discussed in terms of a possible cognitive developmental mechanism in the performance of modelled behaviours. 相似文献
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College students in a psychology research-methods course learned concepts related to inferential statistics and hypothesis decision making. One group received equivalence-based instruction on conditional discriminations that were expected to promote the emergence of many untaught, academically useful abilities (i.e., stimulus equivalence group). A negative control group received no instruction, and a positive (complete instruction) control group received instruction on all possible relations (those taught to, and emerging untaught in, the stimulus equivalence group). On posttests, the stimulus equivalence group performed as well as the positive control group (and both outperformed the negative control group), but those in the equivalence-based instruction condition achieved this outcome with significantly less training, thereby demonstrating the efficiency of equivalence-based instruction. Social validity measures indicated that participants found the instruction to be beneficial and as enjoyable as traditional teaching methods. 相似文献
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语音意识是影响英语阅读能力的关键因素。本研究结合语音教学法的思想,采用自编的教学材料和语音游戏,通过字母故事和语音训练游戏,训练儿童的语音意识。研究者在北京市一所普通幼儿园选取了无英语学习经验的3岁左右中国幼儿63名,随机分为实验组和控制组,经过8周的语音教学实验,发现接受语音教学的实验组儿童在音节意识、音韵意识、音素意识和字母识别等方面较接受普通英语教学的控制组都有显著提高。结果表明早期有针对性的语音训练可能能够更快地提高幼儿的语音意识。 相似文献
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Paul Bates 《Journal of applied behavior analysis》1980,13(2):237-248
Sixteen moderately and mildly retarded adults were selected from a group residential facility and randomly assigned to experimental and control groups. The experimental group received a 12-session interpersonal skills training program consisting of instruction in the following areas: (1) Introductions and Small Talk, (2) Asking for Help, (3) Differing with Others, and (4) Handling Criticism. The social skills instructional package included verbal instruction, modeling, role playing, feedback, contingent incentives, and homework. As a result of this training program, moderately and mildly retarded adults acquired new social skills as evidenced by performance on a situation role play assessment. These gains generalized to untrained role play situations but did not result in significant group differences when assessed in a more natural setting (i.e., local grocery store). 相似文献
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84 majors in elementary education were divided into three groups, one control group and two experimental groups. The control group received no instruction in skill analysis while the experimental groups were instructed via videotape in either the instep kick in soccer or in throwing, catching, and striking skills. All three groups were given a skill-analysis test composed of throwing, catching, and striking skills. Statistical analysis yielded significant effect for those who viewed the throwing, catching, and striking videotape. No effect was found for the control group or the group who viewed the soccer-instep videotape. The results suggest specificity may be as important in skill analysis as in acquisition. 相似文献