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。     

INCREASING HANDICAPPED PRESCHOOLERS' PEER SOCIAL INTERACTIONS: CROSS-SETTING AND COMPONENT ANALYSIS

The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer-initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool-aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the students.     

中文版正念教学量表的信效度检验

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度。方法:使用样本1(n₁=302)进行项目分析、探索性因素分析;样本2(n₂=185)进行验证性因素分析;使用样本1和2检验量表的跨组测量不变性,并考察效标效度;样本3(n₃=30)进行重测信度检验。结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度。且该量表在小学、初中及高中教师中达到部分测量强等值。结论:该量表适宜在我国中小学教师群体中使用。     

小学教师集体效能及其对自我效能功能的调节

通过对28所小学1299名教师的问卷调查,作者主要探讨了教师集体效能在解释学校间教师心理特征各方面差异时的重要性,及其对自我效能预测功能的调节作用。多层分析结果表明,（1）教师自我效能对教师心理特征各方面的表现有显著的预测作用,这一预测作用存在学校间的差异;（2）教师集体效能高的学校,教师的工作满意度、内在动机、工作投入、同事关系满意度平均较高,离职倾向较低;（3）教师集体效能对自我效能与工作满意度等心理特征各方面的关系有显著调节作用,集体效能高的学校,自我效能对教师心理特征诸方面表现的预测力较强     

小学教师课堂教学设计能力发展特点及影响因素

运用作品分析、调查、访谈等研究方法,对小学教师这一特殊群体进行分层随机抽样调查与研究。研究结果表明,小学教师选择与运用教学媒体、编制教学目标、分析教学对象的能力明显低于选择与运用教学方法、分析教学任务、评价教学结果的能力;学校类型、教师学历、教龄是影响小学教师教学设计能力的3个主要因素。     

新手—熟手—专家型教师心理特征的比较

为了更深入地了解教师的教学专长发展,采用了量表法分别对433名和469名新手型、熟手型、专家型教师进行了教学策略、成就目标定向、人格特征和职业承诺、职业倦怠两个比较研究。结果表明：⑴在教学策略、成就目标、人格特征上,专家型教师均优于熟手型教师,而熟手型教师又优于新手型教师;在职业承诺和职业倦怠上,专家型教师均优于熟手型教师和新手型教师,而熟手型教师与新手型教师不存在差异。⑵重视课前准备,成绩目标是其重要的工作动机是新手型教师的主要特征;课中策略水平较高,任务目标成为重要的工作动机,具有随和、宽容、乐群、能关心他人的人格特点是熟手型教师的主要特征;教学策略以课前计划、课后的评估、反思为核心,具有鲜明的情绪稳定性、理智、着重实际、自信心和批判性强的人格特点,职业的情感投入程度和职业成就感高是专家型教师的主要特征。⑶三类教师在课后的补救策略、成绩目标、内外向、继续承诺和情绪耗竭上没有显著差异是其共同点。     

教师应付方式及其与心理健康的相关研究

该研究旨在探讨教师应付方式及其与心理健康的关系。结果表明：城乡教师、不同教龄教师、男女教师、中小学教师应付方式有显著差异。教师应付方式与其心理健康水平之间有关系．但关系并不密切。     

Comparison of Mothers', Fathers', and Teachers' Reports on Problem Behavior in 5- to 6-Year-Old Children

Evidence exists that there is low agreement between multiple informants reporting on children's and adolescents' behavior problems. Few studies, however, focus on agreement between informants in specific age groups. This study examined correspondence and disagreement between mother, father, and teacher reports of problem behavior by analyzing CBCL and TRF data of 2 nonclinical samples of 5- to 6-year-old preschool children (N = 424). Findings indicated that interrater agreement was low to moderate. This was shown by the intercorrelations, the explained variance in regression analyses and the little overlap in the number of children rated as behaviorally disturbed by all 3 informants. Agreement between mother and father reports was highest, whereas agreement between mother and teacher reports was lowest. Disagreement between informants was highest for internalizing problems. Potential explanations for the lack of agreement are discussed. Guidelines are formulated to refine assessment and optimize clinical decision-making processes.     

医学的新定位：走出医院，迈向社会

医学的服务范围、作用领域和责任载体等逐渐从医院向社会延伸、扩展。"医学的目的"决定医学发展和医院定位的方向,社会、经济等诸多因素促使医学不断地从医院走向社会。医院唯有在清醒认识医学目的的前提下,抓住医疗卫生体制变革完善的契机,在医学模式上转变,在医疗服务上拓展,在医疗管理上改进,才能步入良性的发展轨道。     

汉词和图画再认的ERP效应及脑机制

目的：比较汉词与图画材料再认过程中的事件相关电位（ERP）表现并探讨其脑机制。方法：使用经典“学习一再认”实验模式对21名大学生进行测验,同时记录EEG,离线处理后对汉词及图画再认诱发的ERP波形主要成分及新旧效应进行比较。结果：两种材料的再认均诱发出了明显的新旧效应。顶区新旧效应头皮分布基本一致,但图画再认该效应波幅大于汉词再认;两种材料诱发的额区新旧效应有所不同,图画再认该效应为正走向,而汉词再认此效应表现为负走向趋势。结论：汉词与图画再认既存在某种共同的神经加工机制,叉分别涉及一些特异性的神经活动模式。