加强青年医师素质培养进一步提高临床教学水平

探讨青年医师应具备的临床素质:优秀的道德品质、较高的文化素养、扎实的专业知识、较强的身心素质和不断的创新意识。分析目前存在的问题,高学历与实际能力不符、轻视临床思维分析、功利主义思想严重。指出如何强化青年医师的素质培养,规范化培训、注重学习和实践、制定合理政策。     

浅谈医学教育中的多媒体课件制作与启发、诱导式教学

合理地制作和运用多媒体课件,并充分发挥它的优势,与现代医学教育的启发、诱导式教学相结合。教员本身对所讲内容要充分理解,掌握多媒体课件制作的技巧,把自己的想法恰当地融入到幻灯片中。在实际运用过程中有一些具体的方法,如逐步出现、适当修饰、利用超级链接、合理插入图片、把正常片和异常片同时出现在一张幻灯片上等。     

创新医学教学模式，培养高素质医学人才

以现代教育思想和理念为指导,汕头大学医学院进行了医学教学模式的创新,通过“课程体系更新”、“教学方法创新”、“英语提升计划推进”和“考试制度强化”等有效的研究和实施,促进高素质医学创新人才培养,全面提高了学校的教学质量和综合办学能力。     

The Relation of Personal Epistemology to Parenting Style and Goal Orientation in College Mothers

This study sought to establish the relevance of mothers’ epistemic beliefs to their parenting style and preferred academic goals for their child. College mothers (N = 163) from primarily working class families completed a variety of self-report measures including a modified version of Schommer’s [(1990). Journal of Educational Psychology, 82, 498–504] Epistemological Beliefs Questionnaire, the Parental Attitudes Questionnaire-Revised [Reitman, Rhode, Hupp, & Altobello (2002). Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127], and several goal orientation scales. Results indicated that a view of learning as effortful and under the learner’s control and a view of knowledge as actively constructed were associated with an authoritative parenting style and with a preference for their child to focus on learning, improvement, and effort in approaching academic tasks. By contrast, a view of learning as quick, straightforward, relatively passive and as based in innate constraints and a view of knowledge as consisting of discreet, unambiguous facts were associated with authoritarian and permissive styles and the adoption of performance goals for one’s child. Portions of this study were presented at the annual meeting of the Society for Research in Child Development in Atlanta, April, 2005.     

Learning from others in 9‐18‐month‐old infants

The use of an adult as a resource for help and instruction in a problem solving situation was examined in 9, 14, and 18‐month‐old infants. Infants were placed in various situations ranging from a simple means‐end task where a toy was placed beyond infants' prehensile space on a mat, to instances where an attractive toy was placed inside closed transparent boxes that were more or less difficult for the child to open. The experimenter gave hints and modelled the solution each time the infant made a request (pointing, reaching, or showing a box to the experimenter), or if the infant was unable to solve the problem. Infants' success on the problems, sensitivity to the experimenter's modelling, and communicative gestures (requests, co‐occurrence of looking behaviour and requests) were analysed. Results show that older infants had better success in solving problems although they exhibited difficulties in solving the simple means‐end task compared to the younger infants. Moreover, 14‐ and 18‐month‐olds were sensitive to the experimenter's modelling and used her demonstration cues to solve problems. By contrast, 9‐month‐olds did not show such sensitivity. Finally, 9‐month‐old infants displayed significantly fewer communicative gestures toward the adult compared to the other age groups, although in general, all infants tended to increase their frequency of requests as a function of problem difficulty. These observations support the idea that during the first half of the second year infants develop a new collaborative stance toward others. The stance is interpreted as foundational to teaching and instruction, two mechanisms of social learning that are sometime considered as specifically human. Copyright © 2006 John Wiley & Sons, Ltd.     

教师组织公民行为与教学效能感的关系研究

文章采用教师组织公民行为与教师教学效能感问卷,对广州市的205名初中教师进行了研究,以探讨学校等级、性别、职称、学历、教龄等背景变量对初中教师组织公民行为、教学效能感的影响,以及教师组织公民行为与教师教学效能感之间的关系。结果发现:教师组织公民行为、教学效能感在学校等级和职称上存在着显著性差异;教师组织公民行为与教师教学效能感之间存在着显著性相关,教师组织公民行为中的认同组织和良心行为因子是教师教学效能感的有效预测变量。     

浅谈内隐学习在大学英语教学中的应用

内隐学习是一种自动的、不易觉察的、对复杂规律敏感的学习,内隐学习与学科教学的结合是近年来内隐学习研究取得的新进展。结合大学英语教学的实际,对内隐学习在大学英语教学中的应用进行了思考并提出了几点认识。     

小学儿童英语课堂学习焦虑发展及其与教师教育行为的关系

运用《外语课堂学习焦虑量表》和《教师教育行为问卷》对399名3～6年级小学儿童英语课堂学习焦虑及他们知觉到的英语教师的教育行为进行了考察。结果发现:(1)小学儿童英语课堂学习焦虑随年级升高而逐渐增长,五、六年级儿童在交际畏惧、考试焦虑、否定评价恐惧方面的得分都显著高于三、四年级儿童;(2)交际畏惧和考试焦虑是我国小学阶段儿童的主要焦虑类型;(3)在英语课堂学习焦虑的三个维度上,男女生差异均不显著;(4)教师的消极反应与评价、鼓励与帮助是预测学生英语课堂学习焦虑的重要变量。研究结果表明,学校、教师和家长应重点关注高年级学生的课堂学习焦虑情况,加强情感疏导,并且教师要多给予学生积极的评价,有助于降低学生的课堂焦虑情绪。     

Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia

Almost since its inception, the dominant narrative of modern psychology has embraced positivism through its insistence that psychological science is objective, generalisable, and value free (or neutral). Consequently, quantitative research and, in particular, experimental designs, are privileged over other forms of enquiry, and other epistemologies, methodologies, and methods remain marginalised within the discipline. We argue that the enduring hegemony of positivism needs to be opposed to enable psychology to genuinely understand the antecedents of, and provide meaningful sustainable solutions for, complex human issues without being constrained by a narrow focus on method. We discuss the ways in which psychology in Australia can move towards embracing a constructionist epistemology that provides the framework for methodological pluralism. We provide a number of suggestions for change across the interrelated areas of accreditation, curriculum, the Australian Psychological Society, and research.