教师教学风格的调查研究

采用教师教学风格量表(TST1),对142名教师的教学风格进行了调查。结果表明：(1)从总体上看,教师的教学风格以激进型、立法型、评判型和整体型四种教学风格为主,这四种教学风格是相对复杂、有创造性、效率较高的教学风格;(2)相对于教龄较短的教师,教龄在20年以上的教师教学风格更加倾向于保守型;(3)相对于文科教师,理科教师和其它学科教师更加倾向于执行型教学风格;(4)一般教师相对于高效能教师更加倾向于执行型、保守型的教学风格,而执行型、保守型是相对简单、效率低和不受欢迎的教学风格(5)1—4年教龄教师中高效能教师的比例远低于5年以上教龄的教师,说明教师进入成熟阶段以后在教学经验、教学风格等方面不断完善,教学效能得以极大提高。     

Why We Do What We Do When We Teach Pastoral Theology at United Theological College (UTC), Sydney

This paper seeks to reflect in a narrative way on the pedagogical processes involved in teaching pastoral theology at United Theological College, Sydney. The paper recognizes that the process of learning pastoral theology is a significant part of the content learned in pastoral theology. The learning process in pastoral theology also contributes to (trans)formational learning in those being formed for ministry. The paper seeks to contribute to the community of pastoral theologians by reflecting on the experience of teaching within a particular school.     

教学警示病例在骨科教学中的应用与思考

骨科教学警示病例主要就是指用于教学,并和骨科基本知识理论及伦理有关的误诊误治病例,按照骨科内容相关的原则进行分类.在骨科教学中适当的插入一些警示病例可以起到加深印象、辅助记忆,提高责任意识,强化人性医学的作用.同时我们注意控制警示教育病例的数量;合理穿插、安排教学警示病例,并配合其它教学方法教学,课堂气氛活跃,效果良好,随访结果满意.     

Cultures of teaching in childhood: Formal schooling and Maya sibling teaching at home

Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within cultures. This article explores the impact of culture on styles of teaching in a place where more than one cultural model of teaching is found: the Zinacantec Maya of Chiapas, Mexico. Zinacantecs have an indigenous model of teaching that applies to the learning of informal tasks, such as making tortillas and weaving. When children go to school, the indigenous model interacts with the model found at school, and this mixed model is transferred back home to sibling interactions. Videotaped ethnographic observations and quantitative discourse analyses reveal cultural patterns in the development of children's teaching.     

Observing ben wyckoff: from basic research to programmed instruction and social issues

L. Benjamin Wyckoff's seminal contributions to both psychological theory and application are the subject of this review. Wyckoff started his academic career as a graduate student at Indiana University, where he developed the observing-response procedure under the guidance of B. F. Skinner and C. J. Burke. At the University of Wisconsin-Madison, Wyckoff refined his mathematical theory of secondary reinforcement. This theory was the impetus for his creation of an electronic simulation of a rat running a T maze, one of the first "computer models" of learning. Wyckoff next went to Emory University, leaving there to help create two of the most successful companies dedicated to the advancement of programmed instruction and teaching machines: Teaching Machines, Inc. and the Human Development Institute. Wyckoff's involvement in these companies epitomizes the application of basic behavior-analytic principles in the development of technology to improve education and human relationships. The emergent picture of Wyckoff is that of a man who, through his research, professional work in educational applications of behavioral principles, and active involvement in the civil rights movement of the 1960s, was strongly committed to applying behavioral science to positively influence human behavior change.     

教师教学认知偏差的调查研究

通过对846名教师进行“教师教学认知偏差问卷”调查发现,所调查的教师在教学对象等10个教学因子方面均存在不同程度的认知偏差,这些认知偏差之间均存在着非常显著性相关。同时发现教师在教学诸因子方面的认知偏差存在性别、类型、任教的学校层次及教龄等方面的显著性差异,其中在整个教学因子上,女教师的教学认知偏差要好于男教师,教龄在1～5年的教师的教学认知偏差要好于教龄在16—20年及20年以上的教师;在绝大多数因子方面,教学优秀教师的认知偏差要好于一般普通教师;在部分教学因子上,小学和高校教师的认知偏差分别要好于初中和高中教师,教龄在6～10年段和11～15年段的教师的认知偏差均好于教龄在16～20年及20以上的教师。     

Impact of Jin‐Shang teachings on Chinese people's trust

Three studies are reported that explore the impact of Jin‐Shang teachings (a specialized Confucius teaching of trust on business practices) on mainland Chinese people's trust. In Study 1 , we primed Confucius and Jin‐Shang teachings on trust, and compared their effects on trusting tendency to a control prime. We found that these teachings made mainland Chinese participants score higher on three different trusting scales. In Study 2 , we found that the Jin‐Shang prime made mainland Chinese participants invest more money in a trust game than those in the control prime. In Study 3 , we compared the Jin‐Shang prime to Protestant teachings and contemporary writings on reciprocity, and found that only the Jin‐Shang prime induced a significantly higher trusting tendency from Chinese participants than the control condition.     

家庭文化资本对幼儿数学学习的影响

本研究对来自上海市的590个中、大班幼儿家庭进行问卷调查,旨在了解家庭文化资本对幼儿数学学习的影响。结果表明：作为家庭客体化文化资本的家庭文化环境和作为家庭身体化文化资本的幼儿家长数学教导信念对幼儿的家庭数学学习经验有直接的影响作用;作为家庭制度化文化资本的家庭教育背景则通过家庭文化环境和幼儿家长的数学教导信念对幼儿家庭数学学习经验有间接的影响作用。     

The effects of training on caregiver implementation of incidental teaching

A brief training package consisting of modeling, rehearsal, and feedback was evaluated to train caregivers to use incidental teaching to teach 3 children with autism to request an item or activity. The training package improved correct implementation of the incidental teaching procedure by caregivers. In addition, probes indicated that caregivers could apply these skills to teach the child an additional skill.     

Embedded prompting may function as embedded punishment: detection of unexpected behavioral processes within a typical preschool teaching strategy

This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed.