加强师德建设推进教育现代化

加强师德建设是时代赋予教师的重任;师德修养的全面提升,是教育现代化发展的源动力。师德的内涵随着时代的发展不断丰富;现代市场经济使人们的师德观念经受了考验,也促进了师德水平的不断提高。教师为人师表,自省自力,富于创新精神和创造能力,推动了教育现代化的进程,进而推动了社会经济的发展。     

Product Positioning Using a Self‐Organizing Map and the Rings of Influence

In this article, we propose a new product positioning method based on the neural network methodology of a self‐organizing map. The method incorporates the concept of rings of influence, where a firm evaluates individual consumers and decides on the intensity to pursue a consumer, based on the probability that this consumer will purchase a competing product. The method has several advantages over earlier work. First, no limitations are imposed on the number of competing products and second, the method can position multiple products in multiple market segments. Using simulations, we compare the new product positioning method with a quasi‐Newton method and find that the new method always approaches the best solution obtained by the quasi‐Newton method. The quasi‐Newton method, however, is dependent on the initial positions of the new products, with the majority of cases ending in a local optimum. Furthermore, the computational time required by the quasi‐Newton method increases exponentially, while the time required by the new method is small and remains almost unchanged, when the number of new products positioned increases. We also compute the expected utility that a firm will provide consumers by offering its products. We show that as the intensity with which a firm pursues consumers increases, the new method results in near‐optimal solutions in terms of market share, but with higher expected utility provided to consumers when compared to that obtained by a quasi‐Newton method. Thus, the new method can serve as a managerial decision‐making tool to compare the short‐term market share objective with the long‐term expected utility that a firm will provide to consumers, when it positions its products and intensifies its effort to attract consumers away from competition.     

Awareness of Self—A Critical Tool

This paper discusses the applications of self-awareness to all levels of clinical practice, and the urgency for its development in social work students; self-reflectiveness builds clinical competence, can prevent boundary violations and burnout, and offers protection against client violence. It is a basic cornerstone for the development of the professional self, which is the foundation for evolving professional maturation. Students need guidance in becoming aware of how their own feelings, attitudes, and relationships with clients are major factors in the helping process in all service settings, and further, that helping others is in itself a process. Students are generally idealistic, and wish to ease suffering, without understanding the obstacles to be overcome, nor how they themselves would be involved in the process. Social work education, dominated by cognitive-behavioral theories and evidence-based treatments, reinforces students' own tendencies to offer advice and to provide the ‘right solution’ to clients' problems. Educational recommendations for developing self-reflectiveness include: reclaiming psychodynamic theories; emphasizing self-awareness academically and in the field; utilizing process recording; and providing special educational opportunities such as video labs and observational experiences.     

Not Just Social Work Academics: The Involvement of Others in the Assessment of Social Work Students

University regulations typically assume that the assessment of students is essentially a task for paid academic staff. However, this is a far cry from much of the current literature about assessment in social work education, of which one of the distinguishing features is the not infrequent references to stakeholders beyond the individuals who are to be assessed and the academic staff employed to teach them. This paper reviews some of the recent literature on the involvement of persons other than social work academics, including students, practice teachers and service users, in assessing students studying in social work programmes. Implications for programme providers of using non‐academic assessors are explored.     

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.     

Cross‐Cultural Validity of Bowen Theory in Southern European Countries

We present a comparison between Italy, Spain, Greece, and Portugal to test the cross‐cultural validity of the Differentiation of Self Inventory Revised (DSI‐R) Scales of emotional cut‐off (EC) and emotional reactivity (ER). Our study focuses on the importance of in‐depth analyses of the differentiation of self‐constructs from a cross‐cultural perspective and reflects on the possibility of conceptualising the universality of Bowen theory in southern European countries. The study involved 1,807 healthy individuals. All participants completed the DSI‐R (Skowron & Schmitt, 2003). It was found that the measurement models had a suitable fit for each country group. Nevertheless, in our study, the two DSI‐R subscales, ER and EC, highlighted a weak invariance, specifically demonstrating only the invariance of the pattern factor loadings and the magnitude of factor loadings in the four samples. The empirical and clinical implications of these data are discussed.     

An exploratory study of the effects of progression towards National Vocational Qualifications on the occupational knowledge and care practice of social care workers

In this article, assumptions underpinning the introduction of National Vocational Qualifications for social care workers in England and Wales are identified. The paucity of analysis of the impact of NVQ experience on practice is recognised. The effects of progression through the NVQ system on knowledge, understanding and care practice are explored by comparing quantitative and qualitative data obtained from NVQ experienced and non-NVQ experienced care workers. The findings suggest that, although it is possible to identify some associations between NVQ progression, knowledge of care practice and competence, these are not always clear. Differences between NVQ experienced and non-NVQ experienced care workers are found to vary according to the specific generic ability or care activity considered. The conclusion discusses the implication of these findings for the continuing debate on the impact of NVQs. The necessity for further research to clarify some of the ambiguities in the findings is identified.     

动机研究的历史演变

心理学中的动机研究以20世纪60年代为界可分为两个时期，之前主要以行为主义和精神分析理论为主导，强调本能、冲动、驱力、体内平衡等生物性的因素在决定人的动机和行为方面的直接作用。60年代以后，认知的观点逐步介入到动机研究中来，研究的课题发生了很大的变化，出现了归因理论等强调认知因素的动机理论，并使传统的基于行为主义观点的自我效能理论、习得无助理论在内容上发生了巨大的变化。     

自主学习模式与英语口语学习

本文旨在探讨自主学习模式下的英语口语学习。通过分析口语学习的特点以及课堂教学的局限性,指出自主学习是提高口语学习效率的有效途径,并介绍了口语自主学习的策略和口语能力自我评估的方法。