试述在特教中情感的应用

情绪、情感,是人对客观事物是否符合自己需要、愿望和观点而产生的体验。是人对客观事物的一种特殊的反应方式。表现为：或高兴、欢乐,或忧愁、悲伤,或赞叹、喜爱,或惊恐、厌恶。特教学生由于情况特殊,更乐于接受教师的富于情趣的教学方式。为此,我在特教思想政治课的教学中,倾注情感的感化、熏陶,收到良好的效果。一、以情激学     

特教教师主观幸福感及影响因素研究

20世纪90年代国内外兴起了关于幸福感的研究热潮,幸福受外部因素和内部因素两方面的影响。幸福感体现了个人在社会中生活的质量。特殊教育教师这一群体的幸福感影响着我国特殊教育事业的发展,本文将对当前特教教师主观幸福感进行浅显的分析。     

特教师范生自主研究型实践教学能力培养研究

以新疆某高校特殊教育专业师范生为研究对象,调查师范生实习教学实践能力现状,结果发现,师范生实习教学实践能力一般,主要表现为实习、独立讲课次数少;本科专业核心课程实施情况不理想,缺乏实践性;本科培养模式与途径单一。为此,调整培养方案,实行教学改革、鼓励学生参与教学实践、加强实习监督管理等方面提出相应的对策。     

随班就读学校特教电影课程资源的开发与利用

优秀电影中蕴含的极其重要价值教育资源。特教电影大致可以分为智障系列的电影、学障儿童系列的电影、视障系列的电影、听障系列的电影、肢体障碍系列的电影、孤独症系列的电影、多重障碍的电影等。特殊教育学校利用特教电影,引导学生认识特殊学生的困难,开展帮助特殊学生的活动,拓展助人为乐的内涵教育,开展丰富多彩的活动,加深对残疾学生的了解。     

在澳大利亚请客被罚款

我在澳大利亚留学时的导师埃米教授,满腹经纶,不仅书教得好,还十分热爱学生。一个周末,埃米叫住我说:今晚请你到我家做客,我做两个中国菜给你尝尝,看看味道怎么样。晚上,我准时到了埃米的住处。进了屋,饭莱已摆好。菜只有两道:青椒鸡丝和清炖鸡汤。可口!味道十分正宗!我边吃边夸赞。     

“特教”路上，看白发夫妻辛苦走过

1987年4月。一天，在武汉市青山区冶金街的一间民居里，没有剪彩，没有鞭炮声，中国第一家弱智儿童教育康复学校悄悄成立了。看着一对老人为他们忙前忙后，10多个弱智孩子不会想到，在这所特殊学校里，他们的人生将翻开新的一页。     

澳大利亚的给水

介绍澳大利亚的给水事业概况及其4个典型城市的供水简况。     

基于澳大利亚职业教育理念的中国高等职业教育改革思考

借鉴澳大利亚职业教育的成功经验,分析了国内高等职业教育现状,提出了职业教育的改革方向:行业企业需求主导、校企合作的深化、特色办学,找准定位、市场需求导向的专业设置和职业技能培训。     

澳大利亚职业教育的启示

笔者参与了人力资源和社会保障部职业能力建设司组织的中国高技能人才海外培训团（第一期）赴澳大利亚进行了21天的培训,通过培训学习感觉澳大利亚职业教育有许多值得我们学习和借鉴之处,笔者在此从澳大利亚职业教育的特色和对我们的启示两方面总结了培训心得。     

中国与澳大利亚小学数学课程设置的比较研究

自20世纪80年代后期以来,全世界范围内的数学课程设置发生了重大变革,其中涉及到了教学、学习和评估方法的变革。本文将比较分析中澳小学数学课程设置以及两国在设置的区别和相似之处,从而反映了两国的文化差异和对数学功能认识的相似理解。     

以爱为名，烹制“生命之粮”

坐落在大街小巷的面包房,是人们生活中经常光顾的地方。而你可知道,在中国,一些面包房不仅致力于烹制出喷香可口的面包和点心,还将经营者的爱心善意融入其中,帮助着一些有特殊需求的人群。     

TEACHING TOOLS: TEACHING METHODS IN UNDERGRADUATE ECONOMICS

Lectures have long been the dominant pedagogical approach in undergraduate economics courses, but they are certainly no longer the exclusive approach. Much of the recent soul-searching in the discipline, dealing with the desirable characteristics of economics programs and their graduates, has largely ignored the issue of promoting the use of innovative and more active forms of teaching and learning. We review a considerable literature on new teaching approaches, developed by economists over the past twenty-five years, and argue that this should also be a part of the current debate about curriculum and training reforms for the profession.     

TEACHING TRAINEES TO THINK IN TRIADS

This article briefly reviews the concept of triads in family therapy theory and practice. It describes in detail an original exercise designed to teach trainees about triads.     

TEACHING TOOLS: COOPERATIVE LEARNING IN ECONOMICS

Cooperative learning is a structured, systematic instructional technique in which students work together in small groups toward a common goal. We demonstrate the effectiveness of cooperative learning with an illustrative example for teaching the labor supply curve. Recommendations for introducing the technique, forming groups, the instructor's role during group work, grading and extensions of cooperative learning to other topics are discussed.     

TEACHING TOOLS: SIMULATING MONEY SUPPLY CREATION IN CLASS

Students in introductory economics or intermediate macroeconomics can learn and experience the process of creating money through an interactive simulation in which students play the roles of bankers, loan customers, and business firms. The simple version of this simulation is easy to set up, though many instructors will find the more structured version worth the additional setup cost. During the structured simulation, students encounter other macroeconomic concepts such as the marginal efficiency of investment curve, and broad versus narrow money. This simulation offers some experiential learning and adds variety to a macroeconomics course. (JEL A22)     

ADOPTING AND TEACHING EVIDENCE-BASED PRACTICE IN MASTER'S-LEVEL SOCIAL WORK PROGRAMS

This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction with client characteristics and practitioner judgment. The authors suggest that EBP, in its original form, is both sufficiently well operationalized and flexible to serve as a primary paradigmatic component of social work education. Furthermore, EBP carries a series of distinct advantages for MSW education that have not been widely recognized to date. These include the provision of a structure for more explicitly recognizing client factors, bridging the micro–macro and researcher–clinician divides, and emphasizing the professionalism of MSW-level practice. Specific curricular components are proposed and discussed.     

TEACHING TOOLS: HOW IS INTRODUCTORY ECONOMICS TAUGHT IN AMERICA?

We describe the faculty, students, teaching methods, and assessment instruments used in 180 introductory economics classes taught by 122 different instructors at 53 different colleges and universities. Despite variation in class size and types of institution, both introductory macroeconomics and introductory microeconomics are taught predominantly as lecture courses, with the largest part of students' course grades determined by performance on multiple-choice question tests. There seems to be little experimentation with alternative pedagogies or assessment techniques despite an in-creasing amount of attention to these issues in recent years.     

TEACHING TOOLS EXPERIENTIAL LEARNING IN THE UNDERGRADUATE CLASSROOM: TWO EXERCISES

We describe two classroom exercises which can be used to reinforce undergraduate students' understanding of (1) production and cost concepts and (2) the concept of economic scarcity. In the first exercise, students use their experience in producing "widgets" in a single variable input environment to derive a wide range of production and cost data. In the second exercise, students use their experience in producing two goods under various allocations of a fixed set of resources to generate a production possibilities frontier. The resulting links between concept and experience enhance students' understanding of these important concepts.