新课程理念与教师角色的重新定位

教育理念是教育改革的先导和灵魂。新课程贯穿了以下理念:强调以学生为本的理念,强调主体交往的理念,强调在活动中自主建构的理念,强调学会学习的理念。新课程的这种理念要求教师角色必须发生深刻的变化。在新课程中,教师是课程资源的开发者和研究者,是学生学习的促进者争个性发展的促进者,是终身学习者。     

试论现代教育中师生交往的缺失与对策

教育是一种社会交往的实践活动,师生交往是最基本的类型,也是对教育过程影响最大的交往形式。对现代教育中师生交往的缺失原因及其相应的改革策略进行了微观层次的分析,以求引发宏观的深层思考。     

论语篇研究在大学英语教学中的运用

传统的大学英语教学着重词汇和句法的传输,忽视语言文化和交际功能的研究,既无法达到国家关于大学英语课程的教学要求,又对学生的实际语言能力的提高形成障碍,许多学生缺乏英语文化素养和综合语用能力。语篇的衔接与连贯,语境和语用的研究是任何一个完整语篇的关键内容。在大学英语教学的各个方面,加强语境和语用分析等方面的语篇理论研究,将直接地丰富课堂内容,有效地提高学生的自主学习能力,增强综合英语应用能力。     

论中小学专家型教师的基本特征与培养

培养一支中小学专家型教师队伍是实施素质教育的客观要求。中小学专家型教师应具备丰富而高度组织化的知识并能有效运用、有很强的教学监控能力、教学反思能力、合理归因能力、很强的洞察力和创造性解决问题的能力、有较强的教育科研能力等特征。中小学专家型教师可通过观摩、理论学习、教学能力培养等途径来培养     

基于能力视角的创业者人力资本与新创企业绩效作用机制研究

以往关于创业者人力资本与新创企业绩效之间关系的实证研究一直没有得到一致性的结论,导致创业领域的学者们质疑创业者人力资本是否对新创企业绩效产生影响;然而在创业实践中风险投资家评估项目时却十分重视创业者的人力资本。本研究基于能力视角,尝试揭示人力资本与新创企业绩效的作用机制,论证了创业能力在创业者人力资本和新创企业绩效关系中的中介作用,采用因子分析、多元回归分析等方法,通过对173家新创企业进行问卷调查,对理论假设进行了检验。研究发现:(1)创业者人力资本对新创企业绩效的影响是通过创业能力的中间传导促成的,即创业能力发挥了中介作用;(2)不同类型的人力资本对不同的创业能力发挥作用。     

企业中基层管理人员IT应用能力建模

通过对300多位IT应用企业的中基层管理人员的问卷调研,使用验证性因子分析方法,首次建立了中基层管理人员的IT应用能力模型。采用分层回归分析方法,以高层领导的支持为控制变量,分析中基层管理人员的IT应用能力与IT应用水平之间的关系,进一步检验了中基层管理人员IT应用能力模型的有效性。研究结果表明,在考虑高层领导的支持情况下,中基层管理人员的IT应用能力对部门IT应用水平具有显著影响。其中,知识的影响力最强,其次是潜质,再次是态度。这说明在企业IT应用实践中,需要特别注重对现职中基层管理人员进行IT应用知识方面的在职培训;同时,对中基层管理人员的招聘,需要关注其知识和潜质,由于潜质较难改变,在招聘中需要特别加以重视。     

高校教师工作绩效的模糊评估方法探讨

将模糊数学的观点思维和方法引入了教师工作绩效的评估,成功地建立了教师工作绩效的评估模型,给出了具有良好收效的模糊化绩效评估实例。     

Judged knowledge and ambiguity aversion

Competence has recently been proposed as an explanation for the degree of ambiguity aversion. Using general knowledge questions we presented subjects with simple lotteries in which they could bet on an event and against the same event. We show that the sum of certainty equivalents for both bets depends on the judged knowledge of the class of events. We also elicited the decision weights for events and complementary events. We found a similar effect of knowledge on the sum of decision weights.     

Connections between Temperament and Social Development: A Review

This paper critically reviews the literature on the links between temperament and social development in children and adolescents. Social development is broadly defined to include externalizing and internalizing behaviour problems, prosocial behaviour and social competence. It concludes that there are clear links between specific dimensions of temperament and particular aspects of social development. Examples include the association of negative reactivity with externalizing behaviour problems, inhibition with internalizing behaviour problems, and attention regulation with school functioning. Theoretical and methodological issues to be confronted in future research are identified, including the need to investigate further the interactions between temperament and social context. Analysis of patterns of change in temperament, in relation to physiological changes and to such factors as parenting and socio‐cultural expectations of children, promise to refine our understanding of how temperament works in context. Some practical implications which can be drawn from the research are also discussed.     

Supporting Vulnerable Families Through School-Based Mental Health Services: Results of Caregiver and Teacher Focus Groups

Family perspectives facilitate participation and positive outcomes in child mental health treatment. In schools, families and teachers must cooperate to best meet children's mental health needs, also making teacher perspectives important. In this study, caregivers and teachers participated in focus groups following the pilot year of a school-based mental health (SBMH) project. Participants noted successes and challenges of the project and suggested improvements. Although this study focuses on the SBMH project, many of the study implications are applicable to other school mental health programs and may be of value to school and community practitioners.