幼儿教师专业发展的现状、问题、策略研究

幼儿教师是基础教育的奠基者,其专业化程度直接影响幼儿教育教学工作的开展,更影响幼儿未来的成长与发展。然而,在教师专业化推进过程中,幼儿教师专业化往往未能引起足够的重视,甚至被忽略。为此,对目前幼儿教师专业发展的现状、问题、策略进行研究,提出几点思考,旨在对幼儿教师专业化建设与发展提供一些有益的探讨或参考。     

幼儿园教师社会化与工作满意度的关系

研究者普遍认为教师社会化程度越高,社会化结果越积极.本研究以天津市的327名幼儿园教师为研究对象,在对教师社会化内容和工作满意度进行细分的基础上,考察了教师社会化与工作满意的关系.研究结果表明:①幼儿园教师组织知识社会化程度与工作满意各维度正相关;②工作任务社会化程度(即,任务掌握)与报酬、晋升、利益、偶然奖励和操作程序满意正相关,与工作本身、管理者、同事和人际满意呈现负相关趋势;③角色知识社会化程度(即,角色清晰)仪与工作本身、管理者、同事和人际满意显著正柑关;④组织政治社会化程度仅与偶然奖励满意显著负相关.最后,研究从j二作满意度内容差异的角度对上述结果做出了解释,并提出了对工作满意度做高阶划分的观点.     

当代大学生社会化现状分析——来自对华中农业大学学生的调查

本文在调查研究的基础上对大学生的社会化现状进行了一个基本的了解,运用spss统计软件对调查资料进行统计分析,在定量与定性两个方面对大学生社会化现状进行描述与解释并提出了适当的建议。     

教师社会化策略与内容的关系

本研究将教师社会化视为教师的学习和适应过程,采用问卷调查法,以263名教师为被试.研究了教师社会化策略与教师社会化内容之间的关系,结果表明:①不同的教师社会化策略影响教师社会化内容的不同维度:学校社会化策略影响教师的学校知识和任务掌握;教师主动社会化策略影响教师工作层面的学习;家长配合影响教师任务掌握;同事帮带对教师社会化内容没有直接影响.②教师社会化策略与内容内部各维度间存在密切相关,教师社会化策略可以通过角色知识、学校知识和任务掌握的中介作用间接影响学校政治;同事帮带可以协同学校社会化策略间接影响学校知识.③学校和教师个体在教师社会化中占主导地位,角色知识是教师社会化内容的核心.     

员工组织社会化研究的概况

组织社会化是指个体为了适应其所在组织的价值体系、组织目标和行为规范而调整自己态度、行为的学习过程。文章在对组织社会化含义阐释的基础上,从组织社会化策略、组织社会化过程、组织社会化中员工信息寻求、组织社会化内容等4个方面,对当前组织社会化的研究现状进行介绍。文章最后指出了组织社会化的未来研究趋势     

拉萨市区幼儿教师工作满意度调查研究

本研究采用由冯伯麟(1996)编制的《教师工作满意量表》,对拉萨市区7所幼儿园教师工作满意度进行调查研究。结果表明:幼儿教师工作满意度总体水平一般,工资收入满意度最低,自我实现满意度最高;不同年龄、学历、收入水平幼儿教师工作满意度不同:年龄上,工作满意度在开始时比较高,然后下降,接着又随年龄的增长而提高;学历上,学历越高,工作满意度越低;收入水平上,中等收入教师工作满意度高于高收入教师。     

幼儿教师感恩特质与职业使命感的交叉滞后分析

对223名幼儿教师进行间隔6个月的两次纵向追踪调查,探讨高感恩特质幼儿教师是否会具有更强的职业使命感。结果表明：（1）幼儿教师的感恩特质、职业使命感的拥有与寻求均具有一定的跨时间稳定性与一致的同步性正相关;（2）幼儿教师的感恩特质可以显著正向预测6个月后的职业使命感拥有与寻求,但职业使命感的拥有与寻求却不能预测6个月后的感恩特质。研究表明,感恩特质是幼儿教师拥有与寻求职业使命感的前因变量,其为幼儿教师职业使命感促进提供了实践启示。     

新员工主动行为及其在组织社会化中的作用

组织社会化是组织行为学的热点研究问题之一, 最近学者们开始更多关注新员工主动行为在组织社会化中的作用。综合以往的研究, 新员工主动行为可以分为三类：角色定位、关系构建、自我提升。人格特质、目标取向、自我效能、情境变量对新员工主动行为有显著的预测作用。角色定位、关系构建和自我提升在新员工组织社会化过程中有着明显的积极作用。未来, 有必要在前因研究中整合情境因素与个人特质因素, 研究新员工的主动行为可能产生的负面影响以及开展本土化研究和跨文化的比较研究。     

论幼儿教师性别的均衡配置

随着学前教育受到社会各阶层极大的关注,幼儿教师的角色也备受社会瞩目。幼儿因应创设良好的环境。不仅应有女教师,也需要一定数量的男教师。本文根据调查得出了目前幼儿固教师性别趋向单一化的客观结论,并采用不同理论指出了教师性别配置均衡的必要性,同时客观分析了教师性别单一化的原因,最后提出了教师性别配置的相关建议。     

天津市伦理委员会现状调查分析

通过对天津地区部分医院的伦理委员会设立与运行情况的调查问卷分析,发现其在设立、职能多元化、工作主动性、审查监督等方面有了提升;同时,也存在需要改进之处.建议强化关于伦理委员会伦理价值的教育,呼吁临床医师向患方提出伦理咨询的建议,强化审查外的其他职能,设立伦理委员会专家库制度,强化对伦理委员会的检查与评估.     

教师社会化过程的影响因素结构探索

以天津市和甘肃省的教师为被试,探讨了教师社会化过程的影响因素结构,形成了《教师社会化影响因素问卷》。结果表明：（1）教师社会化过程主要受学校社会化策略、教师主动社会化策略、同事支持和家长配合四方面因素的影响;（2）《教师社会化影响因素问卷》具有较好的内部一致性信度、结构效度和区分效度,可作为开展相关研究的评定工具。     

The Rational Teacher: Rational Emotive Behavior Therapy in Teacher Education

Rational Emotive Behavior Theory and Therapy (REBT; Ellis, 1973) is a form of humanistic psychology that helps individuals live happier, more productive, more self-actualizing and more creative existences. Under what has been called Rational Emotive Education (REE), some (see, e.g., Bernard, 2001, 2000, 1990, 1984; Bernard & Ellis, 1983; DeVoge, 1983; DiGiuseppe, 1983; DiGiuseppe & Bernard, 1990; Ellis, 1975, 1974, 1973, 1972, & 1971; Knaus, 1977; Knaus & Bokor, 1975; Knaus & Eyman 1974; Knaus & McKeever, 1977; Vernon, 1998, 1997, 1996, 1994, 1993, 1990, & 1989) have applied REBT in various educational settings. Having been successful in clinical settings and in reducing both undesirable student behavior and teachers' stress, additional innovative applications of REBT are now being explored and used. This paper describes the incorporation of REBT into yet another unexplored setting within REE: teacher education. Undergraduate Education majors, taking a psychological foundations course and prior to their Student Teaching Practicum, learned REBT principles and methodology and applied them in both learning and teaching contexts. The learning context included situations the Undergraduate Education majors encountered in their college lives. The teaching context included situations they encountered while participating in their preschool field placement. The application of REBT to both contexts allowed the Education majors to address their personal and professional development, including their effectiveness as teachers in training.     

中学教师社会化过程:交互作用视角

本研究以345名教师为研究对象,基于交互作用视角建立框架模型,研究教师社会化前因变量、社会化近端结果和终极结果之间的关系,以揭示教师社会化过程。结果表明:①教师社会化近端结果在组织策略和社会化终极结果之间起部分中介作用,在教师主动策略和社会化终极结果之间起完全中介作用;②同事帮带仅通过促进教师对学校的了解促进教师社会化终极结果;③家长配合一方面直接促进教师工作绩效,另一方面通过角色清晰对社会化终极结果产生积极影响。     

国外教师期望研究综述

近些年,国外的心理学与教育学研究者对教师期望现象进行了大量的研究,并取得了一定的成果。本文重点介绍了教师期望的发展阶段、理论模型和研究内容,并提出未来的发展方向,旨在人们更为全面地了解教师期望的发展现状与前景。     

The Incredible Years Teacher Classroom Management Programme in Kindergartens: Effects of a Universal Preventive Effort

The purpose of this study was to identify preventive effects of the Incredible Years (IY) teacher classroom management (TCM) programme, which is employed in Norwegian kindergartens for 3-year-old to 6-year-old children. IY TCM is a universal preventive intervention intended to reduce the frequency of inappropriate types of behaviour and support children’s social- and emotional competence in kindergartens and schools. IY TCM was implemented in 46 kindergartens and compared to 46 matched kindergartens that did not receive the intervention. A total of 1049 children took part in the trial, 511 from the IY TCM group and 538 from the comparison group. Children’s behaviours were measured using well-validated instruments at the beginning and end of a school-year cycle, approximately 9 months later. Findings showed promising reductions in aggression, internalising and attention problems, and increases in social competence in the IY TCM kindergartens. In a sub-sample comprising children who scored equal to or above the 90th percentile on aggressive behaviour before the intervention, promising developments were found in social competence among the children in IY TCM kindergartens. The IY TCM lead to promising preventive effects in young children’s aggressive behaviours, internalisation, attention problems, and social competence in kindergartens in Norway. However, even if the changes were statistically significant, effect sizes were small. For children with severe behaviour problems, few positive results were found.     

Academic Achievement of African American Preadolescents: The Influence of Teacher Perceptions

The purpose of this study was to identify the factors associated with the academic success of predominantly, middle-class African American preadolescent students. This study proposed an ecological model that considered the interaction of family environment, teacher perceptions of social skills, and student characteristics. The estimated model explained 58% of the variance in grade point average. Path analysis revealed three direct effects on grade point average, (a) grade level (negative), (b) teacher perceptions of social skills, and (c) academic ability. Findings revealed that teacher perceptions of social skills was a stronger predictor of grade point average than academic ability. Two indirect effects on grade point average were found. The first indirect effect was negative: gender predicted academic ability, which predicted teacher perceptions of social skills, which predicted grade point average. The second indirect effect was positive and it was from ability to teacher perceptions to grade point average. Implications for policy and practice are made that suggest a collaborative model of school counseling designed to promote the social and academic competence of African American students. Interventions that enhance teacher practices are also suggested.     

医患关系现状的多维视角思考的研究

依据社会学和心理学理论,从社会政治、经济、文化、心理、法律多维层面对医患关系的现状进行思考.认为其形成原因是多元的;改善途径应是全方位的;努力应是社会的;历程是漫长的;人性化的医疗服务是必要的.     

从温州宗教现状看宗教的世俗化

本文以实地调查材料揭示了新时期温州宗教的发展和重大变化,指出在经济体制急剧改革和社会经济迅速发展的背景下,广大教徒的思想观念、价值取向和生活方式都表现出明显的世俗化倾向;他们更关注物质世界和世俗利益,宗教保守主义和禁欲主义受到了极大的挑战。并指出在市场经济和世俗文化的冲击下,宗教自身水准下降,内涵和灵修削弱,宗教道德滑坡等消极腐败现象。文章还针对温州宗教现状及其走向提出了自己的看法。     

预先应对:一种面向未来的应对

预先应对是个体针对未来的潜在压力源所提前采取的预防性措施。文章阐述了预先应对的概念及特点,分析了预先应对的发展阶段和影响因素并讨论了预先应对对个体的利与弊。     

The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students’ race predicted English teacher referrals; students’ gender, previous disciplinary infractions, and teachers’ postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.