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491.
本研究用纵向实验的方法考察了分享阅读(故事教学)和传统教学(字母教学)两种拼音教学方式对幼儿园中班儿童的拼音水平和汉语语音意识发展的影响。研究结果表明:(1)相对于无拼音教学组,两种形式的拼音教学均可以显著提高幼儿的字母知识,但分享阅读拼音教学对幼儿字母知识的促进作用更大。(2)分享阅读的拼音教学可以显著提高幼儿的拼读能力,而传统教学对幼儿的拼读能力基本没有促进。(3)分享阅读的拼音教学对幼儿的首音、韵脚和声调意识的发展有显著的促进作用,对幼儿自然发展起来的音节意识的影响很小;传统教学对幼儿的语音意识基本没有促进。 相似文献
492.
本研究以733名免费师范生为被试,采用问卷测量法,考察师范生对免费教育政策的满意度、所感知到的教师支持,及其师范生从教动机与职业认同的特点及其相互之间的关系,并检验了从教动机在政策满意度、教师支持与职业认同之间的中介效应。结果表明:(1)师范生在政策满意度、从教动机上存在年级差异,在职业认同上存在年级和性别差异。(2)政策满意度、教师支持、从教动机与职业认同两两之间均呈显著正相关。(3)政策满意度与教师支持对职业认同的直接效应显著,从教动机在政策满意度与职业认同之间、教师支持与职业认同之间均起部分中介作用,其中从教动机对政策满意度的中介效应显著高于对教师支持的中介效应。本研究围绕这些结果进行了讨论,并提出了相应的建议和对策。 相似文献
493.
“要有创造性”指导语效应(effects of explicit instructions to“be creative”),是指在创造力测验或实验任务中,明确要求“要有创造性”(be creative)的指导语,能够促进被试的创造性表现的现象。该效应的理论解释主要有最大化表现理论、目标设置理论和注意控制理论。在指导语中对“创造性”作出解释、创造性任务的类型以及被试特征,都会影响“要有创造性”指导语效应的产生。在创造性教学过程中,可以根据“要有创造性”指导语效应发生的机制,从设置创造性目标、根据任务特征施加精细指导、结合学生特征实施个性化教学三个方面,设计创造性活动,以促进学生创新能力的发展。 相似文献
494.
495.
Rosaline Sebolao 《Journal of Psychology in Africa》2017,27(1):97-100
This study sought to explore emerging university-industry partnerships in technology transfer education, the process for the engagement, and benefits to the learning and teaching experience. Participants were a convenience sample of ten lecturers at a technology university (females = 80%; management sciences = 70%). Data on the scope and nature of industry partnership practices and experiences were collected using semi-structured interview. Thematic data analysis revealed the lecturers to perceive benefits to learning and teaching from the university-industry engagement, including the use of field practice examples, customer service-orientated skills, innovation learning and technology transfer, curriculum enhancement and professional learning. A work-integrated approach to learning appears to be a serviceable model for real-world technology transfer education outcomes. 相似文献
496.
Lamiaa S. Youssef 《Reflective Practice》2017,18(6):750-771
Most studies on the evaluation of teaching focus on the input (teacher traits) or the output (student-generated products) of the teaching and learning processes. This article is based on a case study that examines the three components of teaching and learning: input, output and process. It presents a framework for collecting quantitative and qualitative data on the quality of instruction, assessment and feedback, and learning environment in college composition courses to complement the feedback provided by the end-of-course student evaluations of teaching for the purpose of monitoring, guiding, and improving instruction. 相似文献
497.
498.
Katherine Ziff Nathaniel Ivers Kathleen Hutton 《Journal of Creativity in Mental Health》2017,12(2):249-261
Empathy, a core element of helping skills training, is vital to the development of the therapeutic alliance and positive counseling outcomes. This article presents a classroom exercise developed to increase students’ empathy. The exercise features imaginative dialogue by members of a counselor education beginning skills class with art works in an exhibit curated by a museum educator. Presented are the details of the teaching exercise, student and faculty reflections on the exercise, and suggestions for further research. 相似文献
499.
Jill Savege Scharff David E. Scharff 《The International journal of psycho-analysis》2017,98(6):1619-1639
This paper describes The Group Affective Model, a method for teaching psychoanalytic concepts and their clinical application, using multi‐channel teaching, process and review in group settings, and learning from experience in an open systems learning community for psychoanalysts and psychotherapists. This innovation arose in response to criticism of existing methods in psychoanalytic education that have subordinated the primary educational task to that of the training analysis. Noticing this split between education and training analysis, between cognition and affect, and between concepts of individual and group unconscious processes, we developed the Group Affective Model for teaching and learning psychoanalysis and psychotherapy in an open psychological space in which students and faculty experience individual and group processes of digestion, assimilation, and review, which demonstrate the concepts in action and make them available for internalization selectively. We discuss our philosophy and our educational stance. We describe our institution and our participants. We give examples of teaching situations that we have studied to provide some insight about assimilation and internalization of the concepts and clinical approaches being taught. We discuss the transferability of the Group Affective Model to other teaching settings and psychoanalytic training institutions and propose it as the fourth pillar of psychoanalytic training, next to analytic treatment, clinical supervision, and didactic seminars. 相似文献
500.
Julia L. Ferguson Christine M. Milne Joseph H. Cihon Anna Dotson Justin B. Leaf John McEachin Ronald Leaf 《Behavioral Interventions》2020,35(1):178-191
There are many data collection procedures used during discrete trial teaching including first‐trial data collection, probe data, trial‐by‐trial data collection, and estimation data. Continuous, or trial‐by‐trial data collection, consists of the interventionist collecting data on learner behavior on each trial. Estimation data consists of the interventionist estimating learner performance after a teaching session using a rating scale. The purpose of the present study was to compare trial‐by‐trial data collection to estimation data collection during discrete trial teaching to teach children expressive labels. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e., number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across three participants and multiple targets found estimation data collection to be as accurate as trial‐by‐trial data collection in determining mastery of targets. Estimation data collected by the interventionist was also found to be accurate when compared to the actual trial‐by‐trial data collected after the study concluded. 相似文献