素描教学与个性品质培养的关系

素描作为艺术类专业和设计类专业的重要的专业基础学科，是培养学生专业能力和优良个性品质的双向平台，它不仅能培养学生的感知能力、表现能力和审美能力，而且能培养学生的观察能力、意志力和协作能力等。     

加拿大职业核心能力培养及启示

从职业核心能力培养视角研究了加拿大能力本体的职业教育。从课程设置、课堂教学、SMF培养模式和学生管理方式等4个方面阐述了加拿大职业核心能力培养的作法及经验。提出中国高职教育应积极借鉴加拿大培养学生职业核心能力的先进经验,增强职业核心能力开发在实践中的可操作性,并论述了具体作法及实现途径。     

浅谈高职学生的创业教育

阐述了高职创业教育的内涵即培养学生的创业意识、心理品质、能力及创业社会知识结构,并提出了高职学生创业的一些举措,旨在培养学生的创业素质和能力。     

分层教育,层层拓展,彰显阅读魅力

小学生语文阅读能力的培养是小学语文教育的重中之重,它决定着学生听、说、读、写等各方面基础能力.如何结合课文培养和提高学生阅读能力呢?本文结合教材从吃准目标、夯实基础、指导学习、鼓励创新四个方面逐步拓展,以培养学生阅读能力,提高课堂效率为主线,讲述了如何培养学生的阅读能力,进一步提升语文知识.     

浅谈小学生观察能力的培养

文中探讨了小学生教学中观察能力的培养问题,引导学生通过观察发现并发掘美,能激发学生时观察的浓厚兴趣,兴趣爱好和知识水平,融科学性、思想性、实践性和趣味性为一体,旨在对小学生进行科学知识、科学方法和科学思想的启蒙,促进小学生认识能力的发展,培养学生的创新精神和实践能力.提出教师在教学实践中要把科学培养学生的观察能力和艺术创造能力结合起来,进而提高小学生观察能力培养的成效.     

法学双语教学中学生自主学习能力培养对策研究

培养学生的自主学习能力是高等教育的重要目标之一。法学课程所具有的实践性和发展性的特质,决定了问题解决策略、情境创设策略和多媒体引导策略是法学双语课程中自主能力培养的重要途径。学生自主能力培养对策包括引导学生介入教学准备活动、鼓励学生参与案例教学过程,以及实行开放式教学评价等。     

基于网络炼钢竞赛的冶金专业学生创新实践能力培养路径

网络炼钢竞赛是培养冶金专业学生创新实践能力的重要平台。从网络炼钢竞赛的内涵和特点着手,探寻了基于网络炼钢竞赛的冶金专业学生实践能力培养途径和模式,通过构建网络炼钢竞赛与理论教学、实践教学及思想政治教育等耦合机制,建立了培养学生创新实践能力的保障机制。     

建立高职院校学生实践能力培养机制

学生实践能力培养是高等职业教育的重要内涵,学校应从实践能力培养的条件、实践教学管理的机构、实现学生实践能力提高的措施和制度等方面给予保障,才能使学生实践能力的培养和提高真正落在实处。     

冶金原理课程教学中注重对学生能力培养的探讨

从应用型本科冶金工程专业的教育特征出发。对冶金原理课程教学中注重对学生的学习能力、实践能力和创新能力培养进行了探讨,提出了在课程内容、教学方法、实践教学环节中注重能力培养的途径和方法,在此基础上促进学生创新、创业能力的发展。     

如何利用信息技术的优越性开展中职美术教学

本文从优化学生的学习过程、培养学生的审美能力、培养学生的创新精神和提高教师自身的素质能力等四个方面出发，就如何利用信息技术的优越性开展中职美术教学进行了探讨。     

Appraising the menopause Web. Five top sites worth exploring

When a focus group exploring the influence of feminism on students' lives became a hermeneutic evaluation, we understood students' lived experience, gained a retrospective view of students' developing feminist voice, and learned how feminist education influenced students' personal and professional lives. Nurse educators in programs espousing phenomenological, practice-driven, dialogic education are encouraged to integrate hermeneutic evaluation strategies so faculty-student groups can make courses and curricula relevant and meaningful.     

Developing an integrated self: Academic and ethnic identities among ethnically diverse college students.

The purpose of the present study was to investigate the development of college students' major selection and whether and how this choice is associated with their developing ethnic identities. Ninety ethnically diverse college students were interviewed in their first, sophomore, and senior years. Mixed-method analyses revealed 5 theoretically consistent pathways of how students configured their ethnic identities and majors over time: low awareness, consciousness-raised, high awareness, integrating, and compartmentalized. These pathways were differentially related to students' ethnicities and majors, suggesting that students' identity experiences are moderated by their chosen majors. The results of this study underscore the contribution of a longitudinal, life-span, approach to identity development for understanding the diversity in identity pathways during college. The findings also have implications for practical purposes, particularly for advising, counseling, and curriculum development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

制度管理与自我平衡——浅谈高职学生的心理素质教育

心理健康不仅是时代发展对教育的必然要求,而且是实施素质教育的目标之一。为了培养高职学生良好的心理素质,针对高职学生心理素质存在的问题,就如何加强学生心理素质教育进行了探讨。     

Perceptions of European American and African American instructors teaching race-focused courses.

In 2 studies (N = 907), we developed and validated the Perceptions of Diversity Instructors (PDI-32) measure, which assesses college students' ratings of instructors teaching a race-focused diversity course. We also explored how the professor's race/ethnicity, students' attitudes toward similarities and differences, and perceived professor bias influenced students' ratings. Supporting the source effects outlined in the persuasion literature and prior qualitative research, the results indicated that students expect African American instructors to be more biased (subjective/judgmental) but assume European American instructors to have less content expertise (inexpert/unaware). Also, students who are more open to discussing diversity issues rated the instructors more positively. Finally, students' expectation of professor bias mediated the relationship between the professor's race/ethnicity and students' evaluations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' knowledge of students' knowledge in mathematics problem solving: Correlational and case analyses.

This study examined the relationship of teachers' knowledge of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (N?=?20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests. Correlational analyses showed significant positive relationships between teachers' knowledge of students' knowledge and students' mathematics problem-solving achievement. Teachers with more knowledge of their students questioned students about problem-solving processes and listened to their responses. Teachers with less knowledge of their students explained problem-solving processes to students or observed students' solutions. Case analyses of knowledge and behavior of the most effective teacher and the least effective teacher supported these conclusions and showed important differences in how these teachers thought about and used students' knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Taking action on teen smoking. Texas physicians back tobacco regulations, counsel teens

This article describes how a staff group adapted to a change in students' learning requirements. Using the principles outlined in the nursing model being adopted by their college (Peplau 1980), the staff attempted to link their clinical environment with the students' objectives. The author concludes that by responding positively to the change, students and staff benefited from the new approach.     

Teachers' judgments of students' academic functioning: A comparison of actual and predicted performances.

The relationship between teachers' judgments of students' academic achievement and students' performances on an achievement test was investigated. The study included 12 teachers and 47 1st–4th graders students randomly selected from Wisconsin public schools. Teachers filled out the Academic Competence Scale from the Social Skills Rating System—Teacher version and 1 questionnaire for each student, which required teachers to predict how students would do on each item of the Kaufman Test of Educational Achievement, Brief form (K-TEA). Students were then administered the K-TEA by a qualified examiner. Teachers' judgments of students' academic achievement on the Academic Competence Scale were correlated moderately highly with students' actual K-TEA scores. Furthermore, mean percent agreement between teachers' item predictions and students' actual performances on the K-TEA was moderately high. Lastly, there was partial support for the prediction that teachers were better predictors of higher achieving than lower achieving students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

We investigated 2 engagement-fostering aspects of teachers' instructional styles—autonomy support and structure—and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9–11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School adjustment, school membership and adolescents' future expectations

Two studies investigated how students' school adjustment and sense of school membership relates to their future expectations. In Study 1 measures of future expectations, school membership and school adjustment were administered to a random sample of 307 5th-12th grade (male and female) students in 16 schools. Correlations among the measures were significant, and no meaningful grade differences were found on these variables. Multiple regression analysis showed that students' social acceptance in school predicted future expectations. Study 2 replicated Study 1 using 164 female students (i.e. the entire student population of one high school) as subjects. Findings of Study 2 also support the conclusion that students' school experiences, particularly with peers, shape their future expectations.