排序方式: 共有15条查询结果,搜索用时 15 毫秒
1.
B. Weisberg 《Social Studies》2013,104(2):59-61
Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history, geography, economics, and political science courses. Typical characteristics of these students include lowlevel reading and writing skills, processing problems, memory disorders, language problems, organizational deficits, and behavioral problems. These characteristics present challenges for the students and social studies teachers; however, there are strategies that will help the students succeed. The author summarizes the disability categories and related characteristics and describes textbook, writing, memory, organizational, and instructional modifications to address the challenges. 相似文献
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Sally Riggall 《Journal of Social Work Practice》2016,30(1):81-93
This paper investigates the nature of students’ learning of the Egan Skilled Helper model in enabling them to develop collaborative communication skills which place service-users at the centre of decision making. The paper is a follow-up to an earlier paper which found that the Egan model was helpful to students as a communication and problem management tool and that they had transferred their learning into practice. The current study involves seven students from the first study and examines whether their knowledge and skills from learning the model in year one have been sustained two years later during their third year practice placement. A key finding is that participants were continuing to use most stages of the model (with the exception of challenging skills) with service-users in a variety of settings. Further findings are that the model is still useful in situations where goals are set by social workers rather than by service-users; and that it is the utilisation of role-play when learning the model which most embeds skills. The implications of these findings for skills training are discussed together with suggestions for further focus. 相似文献
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Stephanie N. Seiler Ph.D. Bradley J. Brummel Ph.D. Kerri L. Anderson M.H.R.I.R. Kyoung Jin Kim Ph.D. Serena Wee Ph.D. C. K. Gunsalus J.D. 《Accountability in research》2013,20(4):217-246
We describe the summative assessment of role-play scenarios that we previously developed to teach central topics in the responsible conduct of research (RCR) to graduate students in science and engineering. Interviews with role-play participants, with participants in a case discussion training session, and with untrained students suggested that role-playing might promote a deeper appreciation of RCR by shifting the focus away from wanting to simply “know the rules.” We also present the results of a think-aloud case analysis study and describe the development of a behaviorally-anchored rating scale (BARS) to assess participants' case analysis performance. 相似文献
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金巧兰 《浙江海洋学院学报(人文科学版)》2005,22(3):109-111
现代英语语言教学强调语言的运用能力,强调语言的学习过程成为学生形成积极情感态度,主动思维和大胆实践的过程.话剧不失为一种行之有效的教学方法.具体表现为:一、话剧与合作学习;二、话剧与语言习得三、话剧与心理认同四、合作互动,启发思维 相似文献
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Frances Norene Ahl 《Social Studies》2013,104(6):273-278
The Korean War is often given a cursory glance, if that, in U.S. foreign relations today. This article provides all the information necessary to conduct a role-play in one class period to help students understand the events of the war. Introductory and follow-up questions are also included to stimulate discussion and to connect the events of a war over half a century ago to the events of today. 相似文献
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从对邓小平党建理论与列宁党建思想的比较研究可以得知 ,邓小平所提出的坚持和改善党的领导、党的领导应该起核心作用、以及党的思想建设、组织建设和作风建设的措施等内容 ,构成了邓小平关于新时期执政党建设理论的体系 ,丰富和发展了列宁的党建思想 相似文献
8.
臧海滨 《齐齐哈尔大学学报(哲学社会科学版)》2005,(5):141-142
本文对公外俄语教学中的一个常见的成语进行了分析和研究,有助于学生对该成语的全面掌握. 相似文献
9.
《Marriage & Family Review》2013,49(4):1-11
No abstract available for this article. 相似文献
10.
Sara Hitchin 《Social Work Education》2016,35(8):970-981
AbstractWithin a Theory and Practice of Social Work module, prior to embarking on practice placements, social work students practised professional communication skills with people who had used social work services. They undertook role-played interviews with service users about real issues, which had led individuals to seek assistance in the past. Using principles of co-production, the workshop was developed in partnership with members of the University’s social work service users and carers’ group. Care was taken to safeguard service users’ well-being, as well as developing an effective learning opportunity. Drawing on evaluations by students and feedback from service users, this paper discusses the process of planning and delivering the workshops, as well as perceived outcomes for both groups. Findings indicate that students valued the opportunity to engage with service users, gaining key learning about their own practice skills. Service users described a boost to self-esteem through contributing to students’ learning. The workshop provides an example of how service user involvement in social work education has evolved from a primary focus on sharing personal testimonies to active participation in student skill development. It underlines the importance of investment in service user involvement to achieve an appropriate context for such projects to develop. 相似文献