贫困优秀学生的人格特征研究

本文以关注贫困优秀学生的全面健康发展为目的,以上海市久隆模范中学的贫困优秀学生为被试．采用中小学团体智力量表、SCL-90心理健康自评量表、Y-G人格测验、学习适应性测验四种测查工具,结果发现①贫困优秀学生具有很好的学习潜能,其学习的适应性高、学习的能动性强：②由于长期生活在贫困家庭,贫困优秀学生的心理健康水平较低,其性格也存在一定的缺陷,需要社会、学校给予更多的关心和引导;③对贫困优秀生的健康人格的培养和教育胜于知识的教育,只有一以贯之地予以心理支持方能使其知识、能力、人格和谐地发展。     

Teachers’ reflections of instructional effectiveness: self-assessment through a standards-based appraisal process

This paper explores teachers’ reflections on: (1) self-assessment of their own videotaped lesson using a standards-based appraisal system; (2) comparison to an external reviewer’s evaluation of the same lesson; and (3) effect of the appraisal system on their pedagogical views, professional development, and actual practice improvement. Findings indicate that teachers view the appraisal system as evaluative with little impact on their teaching practice and professional growth. Participating teachers indicated that the self-evaluative reflection process utilized in the study had a greater influence on their professional development than the appraisal system as it is currently structured.     

完善医学生职业道德培养教育途径

为了提高我国医学生职业道德教育的有效性和实效性,需不断完善和健全现有职业道德培养渠道,并拓展新渠道。在探讨研究国外医学生道德培养途径基础上,博采众家之长,形成以职业道德教育贯穿于专业教育全过程为特征,以职业道德教育与临床医疗实践相结合,以提高医学生自我道德教育能力为目的,适合我国特点的医学生职业道德培养途径。     

Confi dentiality with respect to third parties: A psychoanalytic view

It is assumed that confi dentiality is not one singular ethical entity but a conglomerate of quite different issues depending upon clinical context and the sector of information sharing at stake. The focus here is on how to think psychoanalytically about requests for information from third parties (payers, courts, public security). Defi ning confi dentiality as a promise to 'never tell anything' outside of the relationship omits evaluation of the impact of the third's listening on the combined freedom of thought and freedom of speech in analyst and analysand. Circulation of information outside the dyad need not be toxic, need not disrupt the analytic couple's openness to new meaning. Key to contamination and inhibition of analytic work is whether or not disclosure serves an analytic end. Current defense of confi dentiality relies heavily on the models of protection of privacy and professional secrecy, which, though useful and relevant, fail to encompass the transitional, intersubjective space engendered by the analytic process. Suggestions are made for alternate sources of paradigms better suited to represent the latter. Offered for discussion is a draft of a confi dentiality policy with respect to third parties that is informed by psychoanalytic theory and clinical practice rather than by local legal jurisdiction or original disciplines ethics codes.     

大学生专业承诺、学习倦怠的状况及其关系

为了了解当前大学生积极和消极的学习心理状况,采用量表法对672名不同性别、年级、学科和院校的大学生进行了专业承诺和学习倦怠的研究。结果表明:当前大学生的专业承诺水平不高,学习倦怠的水平较高。在性别上,男生在理想承诺和成就感低上好于女生,男生的情绪低落高于女生;在年级上,大一、大四学生的情感承诺高于大二、大三学生,大二、大三学生在成就感低、行为不当和总倦怠上高于大一学生,大四学生的成就感好于大一、大二、大三学生;在学科上,文、理科学生的专业承诺水平低于医科、工科和术科学生,文、理科学生的总倦怠水平高于医科和工科学生;在院校类型上,师范院校学生专业承诺水平最低,且学习倦怠水平最高。情感承诺是当前大学生学习倦怠的最重要的预测变量。     

Dialogic reflection for professional development through conversations on a social networking site

This article provides insights into how teachers benefited from their engagement in teaching-related conversations on Facebook timelines. The main data generated from participant observation and semi-structured interviews involving 34 English language teachers were analyzed using thematic and discourse analysis approaches. The analysis reveals that the teachers’ supportive conversations on the timelines revolve around troublesome experiences encountered in school which serve as a trigger for the teachers to engage in dialogic reflection, which enables them to have a better interpretation of their professional lives. The findings from this study point towards the need for reconceptualization of ‘teacher professional development’ as an opportunity for the construction of a collective and satisfying interpretation of themselves-in-the-world, where teachers work together to make sense of both mundane reality and stressful teaching-related events through the co-construction of social support.     

Emotional Intelligence and Career Decision‐Making Self‐Efficacy: Mediating Roles of Goal Commitment and Professional Commitment

This study is the first to examine the mechanism of the relationship between emotional intelligence (EI) and career decision‐making self‐efficacy (CDMSE) and the moderating role of gender in relevant mechanisms. Analyses of 185 Chinese university students showed that EI could influence CDMSE through goal commitment (GC) and professional commitment, and male students exhibited a stronger relationship between EI and GC compared with female students. This study introduces a new perspective for career development research by establishing a mediation‐based emotion–career framework and provides deeper insights for career counselors to assist clients in career decision processes.     

Becoming a bilingual teacher in a Chinese university: a case study

Higher education in China has developed significantly over the past decades. Many universities have established cooperative partnerships with western universities, and overseas courses are being progressively introduced to China. At many Chinese universities, a cohort of teachers endeavor to open up bilingual subjects as a bridge to their students’ future learning; accordingly, there are higher expectations of the teachers involved in bilingual education and challenges for their professional development. In this case study, the researcher invites a Chinese professor to reflect on his experiences of bilingual instruction at a university situated in central China. After describing how the bilingual course in the case study was set up and the difficulties confronted, this study uses theories of hybrid identity and third space to contextualize how bilingual teachers experience hybrid identity construction and transformation in their adaptation to the new challenges. This in-depth study will shed light on the professional development of bilingual teachers in China’s higher education industry.     

大学生社会适应性问卷的初步编制

在理论分析的基础上,结合国内外的研究成果,通过探索性因素分析和验证性因素分析,编制大学生社会适应性问卷。结果发现,(1)问卷由自我调节、自我评价、学习管理、就业准备、人际交往、角色适应六个分量表构成。(2)各分量表及问卷的a系数分别为0.859、0.847、0.826、0.742、0.751、0.757、0.902。(3)验证性因素分析所提取的6个因子构建的模型拟合较好。问卷具有较好的信度和效度,可以用于大学生社会适应性的测量。     

Interesting times: practice, science, and professional associations in behavior analysis

Neither practitioners nor scientists appear to be fully satisfied with the world's largest behavior-analytic membership organization. Each community appears to believe that initiatives that serve the other will undermine the association's capacity to serve their own needs. Historical examples suggest that such discord is predicted when practitioners and scientists cohabit the same association. This is true because all professional associations exist to address guild interests, and practice and science are different professions with different guild interests. No association, therefore, can succeed in being all things to all people. The solution is to assure that practice and science communities are well served by separate professional associations. I comment briefly on how this outcome might be promoted.