幼儿园大班家长焦虑状况特征及类型分析

运用自编《幼儿园大班家长焦虑状况量表》对471名幼儿园大班家长进行调查,结果发现：幼儿园大班家长因幼儿入园产生的焦虑情绪主要表现为教育焦虑、安全焦虑和生活适应焦虑。整体而言焦虑水平中等偏上,但不同维度得分之间差异较大,教育焦虑层面上的分值明显更高,而安全焦虑的分值水平相对最低;幼儿园大班家长焦虑在角色、年龄、所在地、家庭年收入、学历、胎次等人口学变量上存在显著差异,整体来看母亲焦虑更多,在教育焦虑和生活适应焦虑方面,城市家长焦虑水平高于农村家长,安全焦虑上农村家长焦虑水平高于城市家长。低收入、低学历、首胎家长焦虑水平较高。通过聚类分析,可以将大班家长分为教育适应焦虑型、安全焦虑型以及中等焦虑型三种类型。针对幼儿园大班家长焦虑问题,应特别关注教育及生活适应焦虑的解决,重视母亲、低社会经济地位及首胎家长的焦虑调节,提高家长的心理调节与适应能力,帮助其做好幼小衔接。     

街津口赫哲族基础教育的现状、问题与对策

本文在对街津口赫哲族基础教育的历史沿革、现状调研的基础上,指出其存在的主要问题,并提出对策,以期能对改善我国少数民族基础教育有一定的启示。     

试论我国农村基础教育的经费问题

本文通过对我国农村基础教育经费需求、来源与使用的个案材料分析和整体数据考察,建议国家及早大幅度地增加教育经费投入,适当回收基础教育管理和经费筹措体制的部分责任与权力,加大中央和省级对于教育的宏观调控能力。     

Teaching Elementary School Social Studies Methods under edTPA

This article reports a self-study that analyzes my experience as a teacher educator navigating a turbulent educational landscape with the advent of edTPA. The data consist of my journal entries, the syllabi, handouts, work submitted by my students, and course evaluations. Data were analyzed by using an inductive process to describe how the edTPA compounds my work of teaching future elementary teachers for social studies for social justice. I discuss challenges associated with my teaching and the ways that I have grappled with these challenges. Implications for teacher educators are discussed, because we all must deal with important issues in the current era of accountability and testing.     

高等教育与基础教育衔接的路径选择

现阶段,中国高等教育与基础教育在德育理念、教学模式、学习方式、人际交往、养成教育、教育理念等方面存在着不衔接的现象,从儒家教育思想的视角剖析影响两者衔接的主要因素,为解决当前高等教育与基础教育衔接不力的二元教育局面提供科学的路径选择.     

新农保个人账户养老金计发系数评估

根据《国务院关于开展新型农村社会养老保险试点的指导意见》的规定,目前我国新农保个人账户养老金计发系数为139。通过推导出的新农保个人账户养老金计发系数的计算公式测算,发现目前的新农保个人账户养老金计发系数过小,个人账户在未来会存在收不抵支的风险。新农保个人账户实行的是完全积累制,一开始就是实账,在收不抵支时,应主要从制度设计和运行上找原因,而不是让国家财政来承担兜底责任。因此,建议适时调整新农保个人账户养老金计发系数,同时个人账户养老基金应进行市场化投资运营,以提高个人账户收益率。     

分类指导政策在民族教育发展中的实证研究——以云南边疆民族地区的基础教育为例

云南民族教育的特殊性决定了分类指导政策在云南民族教育发展中一直占据主要位置。在普惠性政策渐渐取代特殊性政策,造成边疆民族地区的教育价值认同低等教育难题一直难以得到破解的时代,分类指导政策需要从历史上的宏观阶段走向当代的微观阶段,从普遍性走向多样性,使其针对性更强,更能体现其指导功能。     

小学科学教师培训需求调查分析

本研究以问卷调查的形式了解了宁夏小学科学教师的基本情况和教师在专业素质方面存在的问题,分析了中小学学科教师在培训内容、方式、时间、地点、培训人员要求与考核方式方面的具体需求,针对在培训方面存在的问题,提出了几点建议:短期集中培训与远程培训相结合、课堂观摩与信息技术应用相结合、增加培训次数与时间,促使培训考核评价方式的多元化。     

Exploratory Evaluation of a School-Based Child Sexual Abuse Prevention Program

Internationally, efficacy studies of school-based child sexual abuse prevention programs display a series of methodological shortcomings. Few studies include adolescent participants, recording of disclosures has been inconsistent, and no studies to date have assessed presenter adherence to program protocols or summated the costs of program implementation. A pretest–posttest waitlist control design was used to evaluate the Tweenees program delivered to grade 6 (n?=?88) and grade 7/8 students (n?=?117) compared to a control (n?=?185). Outcome measures included a knowledge/skills questionnaire, systematic coding of disclosures, and video interaction analysis of lessons. Costs were calculated per student, class, and school. Adolescents made small knowledge and skills gains indicating a program ceiling effect. Implementation analysis suggests low levels of adult control facilitated disclosures. Program costs were relatively inexpensive. Recommendations are made for future research.     

Meeting of the Middle States Association of History and Social Science Teachers

Elementary schools have a significant role in creating democratic attitudes and attainments in children. During elementary education, children are prepared for life, becoming familiar with rules in social life in addition to gaining academic knowledge and abilities. In this article, the importance of educating children about democracy in elementary schools and some activities that can be done in schools to teach children the efficiency of democracy are pointed out. During the research, the opinions of experienced social sciences teachers who work in elementary schools were consulted. The suggested activities are presented with samples of in-class implementation prepared by expert teachers.