西医院校中医学教学远期效果的强化途径

根据教学认知结构理论,突出"学科结构"教学,引导学生将所学的知识按照知识结构的形式构建个人的认知结构,有助于今后信息的检索和提取从而获得长期记一忆.突出"医疗特色"教学,使学生明晰中医理论发生发展的脉络本质,并与其它医学相比较凸显中医特色.使学生不仅对中医产生正确的认知和情感,而且记忆长久,从而使教学远期效果的实现成为可能.     

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。     

Teaching critical psychology of ‘race’ issues: problems in promoting anti‐racist practice

The aim of this paper is to illustrate the difficulties faced by teachers of issues related to ‘race’ and racism in psychology when trying to develop anti‐racist practice in their teaching. I argue that the promotion of anti‐racist practice can be impeded by the institutionalised cultures of some psychology departments and that such cultures have developed out of an over‐reliance on positivist ideas. Positivism obscures the fact that knowledge is constructed from positions of power and privilege, which in turn obscures the social and ideological construction of ‘race’. This is clearly a problem when trying to develop anti‐racist practice in teaching. It also leads to fixed ideas about what should be included in teaching content and what can be considered as good pedagogical practice, where notions of ‘balance’ and ‘neutrality’ are advocated, effectively overriding arguments for understanding the dynamics of knowledge production. It also obscures the power and privilege associated with workings of ‘whiteness’. I illustrate this by presenting examples from my own experiences of teaching ‘race’ issues on undergraduate degree courses. I conclude with suggestions for developing anti‐racist teaching by proposing a collective reflexive approach to changing institutional cultures that are currently at odds with anti‐racist practice. I also invite further discussion and suggestions on how best to achieve such collective conscientisation. Copyright © 2007 John Wiley & Sons, Ltd.     

Medical Psychology Services in Dutch General Hospitals: State of the Art Developments and Recommendations for the Future

In this article an overview is presented of the emergence of medical psychology in the care of somatically ill patients. The situation in the Netherlands can be considered as prototypical. For 60 years, clinical psychologists have been working in general, teaching and academic hospitals. Nowadays, they are an integrated non-medical specialism working in the medical setting of hospitals in the Netherlands, and are a full-member of the medical board. This paper discusses several topics: the position of the general hospital in the health care system in the Netherlands, the emergence of medical psychology in Dutch hospitals, the role of the professional association of medical psychologists, and the characteristics of patients seen by clinical psychologists. Following the discussion about the situation of medical psychology in other countries, recommendations are formulated for the further development of medical psychology in the Netherlands as well as in other countries.     

Ideas and processes in mathematics: A course on history and philosophy of mathematics

This paper describes an attempt to develop a program for teaching history and philosophy of mathematics to inservice mathematics teachers. I argue briefly for the view that philosophical positions and epistemological accounts related to mathematics have a significant influence and a powerful impact on the way mathematics is taught. But since philosophy of mathematics without history of mathematics does not exist, both philosophy and history of mathematics are necessary components of programs for the training of preservice as well as inservice mathematics teachers.     

ACQUISITION OF SIGN LANGUAGE BY AUTISTIC CHILDREN II: SPONTANEITY AND GENERALIZATION EFFECTS

Autistic children typically do not use their language repertoire in order to communicate. Six autistic children who exhibited poor communication skills were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, and included aspects of incidental teaching. The children displayed an increase in the rate and variety of spontaneous sign requests (Experiment 1). Generalization of spontaneity across adults (Experiments 1 and 2) and settings (Experiment 2) was also observed. We suggest that spontaneity may be facilitated when language is brought under the control of broadly defined stimuli such as adult attention rather than narrowly defined stimuli such as the presence of specific objects or verbal prompting in the form of questions. Finally, response generalization was observed as well (Experiment 1). Specifically, as spontaneity increased, self-stimulatory behavior decreased. This result may be accounted for in terms of reinforcer competition, reinforcer consistency, or discriminative stimulus effects.     

Solidarity in a Technocratic Age

Do free markets teach us how to construct humane social relations or do they impede us from doing so? We discuss social scientific evidence on the nature of commercialization and its consequences for moral formation. From a virtue ethics perspective, people face a need to learn and practice the good. When interactions transition into the market sphere, we argue commercialization can fundamentally alter the nature of relationships, particularly for those relations formerly based on gift, sacrifice, and obligation. While modern social scientists accurately identify problems resulting from commercialization, we argue for the importance of theological social ethics, which can offer a penetrating analysis of the habits of gift and communal responsibility. Catholic social teaching in particular outlines the set of principles and institutions which foster sacrificial gift‐giving among individuals and organizations within society, providing a bulwark against the threat commercialization poses to many social relations.     

Instructive feedback embedded within group instruction for children diagnosed with autism spectrum disorder

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided.