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排序方式: 共有238条查询结果,搜索用时 15 毫秒
71.
通过随机取样的方法选取大连市三所幼儿园553名3~6岁幼儿为测查对象,采用问卷方式探讨了家长教育价值观、父母教养方式、儿童气质以及儿童人格之间的关系。本研究构建了一个有调节的中介模型,即父母教养方式在教育价值观和儿童人格间起中介作用,这一中介作用受到儿童自身气质特点的调节。结果表明:(1)教育价值观关系性维度正向预测了儿童人格的智能特征;教育价值观好行为维度正向预测了儿童人格的情绪稳定性;(2)教养方式不一致性维度在关系性与智能特征的关系中起中介作用;教养方式溺爱性维度在好行为与情绪稳定性的关系中起中介作用;(3)气质的情绪性维度和反应性维度分别调节了教养方式不一致性和溺爱性的中介作用。 相似文献
72.
73.
西南少数民族教育价值观的调查研究 总被引:1,自引:0,他引:1
在文献综述、开放式问卷和个别访谈的基础上,提出了西南少数民族教育价值观的理论构想,自编了西南少数民族教育价值观量表。约1,500名西南地区少数民族被试接受了测试。研究表明,该量表具有良好的信度和效度,西南少数民族的教育价值观包括教育效用、家族荣誉、个人发展、民族传承等四个维度,西南少数民族群众的教育价值观在性别和年龄不存在显著性差异,在民族和文化程度上存在着显著性差异。 相似文献
74.
中外高等医学教育学制与学位的研究与思考 总被引:11,自引:1,他引:10
依据WHO<世界医学院指南>,研究了目前世界各国高等医学教育学制与学位的状况,在分析我国医学学制与学位现状及存在问题的基础上,提出了改革我国高等医学教育学制与学位的思考及建议. 相似文献
75.
A. Bernal Martínez de Soria 《Studies in Philosophy and Education》2006,25(1-2):47-60
It would be possible to be affirmed that the most of the educational goals that modernity assumes, they settled down from
the Renaissance. The postmodern age, in its critic to the modern period, demands the recovery of some losses. At the time
of fast changes as it happens in the Renaissance, the Humanism originates a fruitful debate. According to the authors protagonists,
the controversy became a dialogue plenty of common questions to which we find in the contemporary discussion. The reflection
on the thought of one of the most representative and well-known authors, Comenio, it serves to think on the encounter of traditions
in Philosophy of Education. He is a thinker who supplies the basis for his educational practice on a Philosophy of education
and projects a reform to confront some problems that in the essential are repeated today.
相似文献
76.
School Subjects as Social Categorisations 总被引:1,自引:0,他引:1
The present study set out to examine school subjects in terms of social categorisations of a child’s educability. A group
of academically educated (N = 180) and vocationally educated parents (N = 249) with a child in the third grade of comprehensive school were asked to indicate their child’s strongest and weakest
school subject and to give reasons for their choices. The parents’ most frequent choices for both the strongest and the weakest
subject turned out to be mathematics and Finnish, which substantiates the pivotal role of the cognitive-verbal competencies
in defining the child’s educability. The choices were guided by the child’s gender, so that mathematics was typically regarded
as the strongest subject of boys and the weakest subject of girls and conversely, Finnish was regarded as the strongest subject
of girls and the weakest subject of boys. The parent’s educational position organised the reasons given for the subject choices
so that self-serving attribution was stronger among the academically educated than the vocationally educated parents, suggesting
that the parents’ education relates to the trust they place on their child’s educational potential. 相似文献
77.
Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods
Clara Sabbagh Nura Resh Michal Mor Pieter Vanhuysse 《Social Psychology of Education》2006,9(2):97-118
This article argues that there are distinct spheres of justice within education and examines a range of justice norms and
distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify
the following five areas: the right to education, the allocation of (or selection into) learning places, teaching–learning
practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the
beliefs by students and teachers about the just distribution of educational goods in these five domains, and on the practices
used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude
that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover,
these ideals often do not correspond with the practices that actually guide resource distribution in education, which may
go some way toward explaining explicit or latent conflicts in this sphere.
Justice is a human construction, and it is doubtful that it can be made in only one way – Michael Walzer (1983, p. 5) 相似文献
78.
Michael B. Hargis Boris B. Baltes Yitzhak Fried Ari Levi 《Journal of business and psychology》2006,20(4):587-598
Prior research has demonstrated that race, at least to some extent, is related to employment decisions such as selection and performance appraisals. However, little prior research has addressed the impact of race on employment termination. The current study investigates whether race is related to employment termination and highlights the importance of education, an important component of human capital, in understanding racial differences in termination. Results based on 548 employees from a large hotel chain indicate that race is related to termination; however, race is not predictive of termination when education is included in the regression analysis as a predictor. These findings support the notion that a societal level variable (i.e., education) is an important factor in reducing racial inequality in employment practices. 相似文献
79.
Yaghoob Foroutan 《Journal of Beliefs & Values》2019,40(1):1-18
This article focuses on the process of gender identity construction through the educational system from a socio-cultural perspective. Socialisation operates as a strategy to protect social unity and group superiority. Although socialisation is an enduring process involving various institutions, childhood is a vital period of gender socialisation whereby schools and school textbooks play a substantial role as the first official sources of socialisation in children. Using content analysis method, this article focuses on Iran’s primary school textbooks. The results support the pattern of ‘gender bias’, rather than ‘gender fairness’. This is a more evident observation in the higher educational grades. The patterns highlighted here are evidently incompatible with socio-demographic progresses in women’s status over recent years, which call for revision in the school education resources in this context. 相似文献
80.
Fanhao Nie 《Journal of Beliefs & Values》2019,40(1):88-103
Previous research has demonstrated that individual religious beliefs and practices are associated with educational outcomes. However, less is known about the manner in which the overall religious cultural influence of a religion can affect an individual’s educational aspirations. Using multilevel analyses on two waves of the National Study of Youth and Religion (NSYR) merged with county-level variables from the US Census, and the Religious Congregations and Membership Study (RCMS), the study shows that a county’s higher Jewish population share is associated with a higher level of educational aspirations for the youth, regardless of being Jewish or not. This Jewish contextual effect remains robust even after controlling a wide range of individual and county-level variables, such as individual academic achievement and religious identity. Consistent with the relevant theory and literature, the negative main effect of county-level conservative Protestant population share on educational aspirations is explained by county-level socioeconomic characteristics. The same mechanism is used in part to explain the initially positive relationship between Catholic population share and educational aspirations. Finally, the study highlights the importance of using a multilevel approach to examine and provide understanding of the relationship between religious influence and educational outcomes. 相似文献