如何在体育教学中培养学生的情感智商

最新的研究显示:一个人的成功,只有20%归诸IQ(智商)的高低,而80%取决于EQ(情商).姑且不论其结果的正确与否,但从中我们起码可以得出这样一个结论:学生学习的优劣,其情感取向发挥着重要作用.体育教学中如何培养学生的情感智商显然有其重要的意义.那么如何在体育教学中培养学生的情感智商,"动其主观"呢?     

小议服装教育中学生情商的培养

服装教学的效果与学生的情感投入有着很大关系,积极、健康的情感,是学生学习和良好行为的有力的内驱力.本文针对职高服装教学中的情商如何培养将作出粗浅的论述,希望起到抛砖引玉的作用,使更多的教育工作者都来关注学生的情商培养.     

在数学教学中培养学生的情商

"情商"一词最早来源于美国哈佛大学心理学家丹尼尔·戈尔曼的<情感智力>一书.丹尼尔·戈尔曼认为,在对一个人的成功起作用的要素中,情商占80%.所谓情商,指的是一个人的非智力因素,有些属于德育的范畴,包括人的动机、兴趣、情感、意志、性格等,这些因素能起到启发、定向、引导、维持、强化、调节等重要作用,是成就事业的决定性因素.在小学数学教学中,情商同样有着非常重要的作用,数学新课标指出,义务教育阶段的数学课程应遵循学生学习数学的心理规律,使学生获得对数学理解的同时,在情感态度等多方面得到进步和发展.     

如何建立和培养小学生良好数学情商策略

人的兴趣、情感、意志、习惯等非智力因素就是情商,它是影响学生学习的一个重要因素.当学生对所学知识不喜欢,不感兴趣,缺乏意志力时,就难以激发出智慧的火花.在教学过程中,教师不仅要充分调动学生智力活动,让学生完成接受、储存知识信息的任务,更要充分调动学生情商因素,提高学习兴趣、转变学习态度,让他们心情愉悦、思维活跃,自觉主动投入到学习活动中来从而提高学习效果.     

提升情商,成就未来——培养酒店管理专业学生情商能力

酒店管理是服务性和管理性结合的行业,酒店业的发展对从业人员的情商提出高要求,中职学校酒店管理专业的学生既具有青少年普遍的情商问题又具有专业特点,为使学生更好地适应社会的需求,本文提出酒店管理专业学生情商的培养思路。     

对于高等院校情商教育的几点认识

"情商"是一个人重要的生存能力,是一种发掘情感潜能、运用情感能力影响生活各个层面和人生未来的关键品质因素.在成功的要素中,智力因素是重要的,但更为重要的是情感因素.要加强教育,提高大学生的情商水平,刻不容缓.     

浅谈小学生的道德情感教育

教育的目标不仅是要培养一个有知识的人，更是要培养一个具有健康道德情感的人，而青少年阶段是加强道德情感教育的最佳时期。本文在总结了多年小学情感道德教育的经验的基础上，从教师自身修养的加强和在课堂教学中应注重道德情感教育两方面浅谈几点体会。     

浅谈农村小学的教书育人

随着新一轮课程改革的不断深入,教师的教学观念和方式都已发生可喜的变化,农村小学的教育也重在培养学生情趣、开发学生智能上,所以作为农村小学的教师只有在情感、激励、沟通上下功夫才能取得好的教育效果.     

教育工作者应注意提高学生的“情商”

“情商”(又称“情绪商”)一词是由美国心理学界提出的一个新术语，指的是人对自己情绪的控制能力、面对挫折的乐观程度、与他人合作的能力和对他人情感的认识能力等内容。美国科学家的研究表明，高智商并不一定就会带来成功，影响人的一生的事业成功与否，还有更重要的因素，这就是“情商”(EQ)。     

情感体验教育在健美操教学中的作用

采用文献资料法、逻辑推理法等研究方法,以情感教育手段为研究对象,研究其对于激发学生学习兴趣,激励学生学习积极性,提高认知的效果,知识掌握的牢固性以及加强学生创造性思维等作用,运用情感教育手段于健美操教学中,让学生爱学、乐学,为陶冶情感创造良好条件;使学生在掌握知识、技能的同时获得培养积极情感和陶冶高尚情操;促使学生对健美操学习产生积极的情感体验,形成良好的学习倾向--爱学、乐学的人格特征.     

高职学生英语学习自信心的培养策略及实践

采用实验研究法,通过对学生的问卷调查、访谈及教学观察,借助SPSS软件对实验数据进行科学的统计分析,探讨运用建构主义理论指导英语教学以培养学生的学习自信心。结论表明：在高职院校学生英语学习的自信心相对偏低的状况下,合理运用建构主义理论指导英语教学,可以有效地培养学生的学习自信心。     

Increased coronary heart disease mortality after the Hanshin-Awaji earthquake among the older community on Awaji Island. Tsuna Medical Association

OBJECTIVES: To investigate the characteristics of earthquake (EQ)-induced coronary heart disease (CHD) deaths. SETTING AND PARTICIPANTS: On January 17, 1995, the south part of Hyogo Prefecture in Japan was struck by a major EQ (Hanshin-Awaji EQ) measuring 7.2 on the Richter scale. We investigated the characteristics of EQ-induced CHD deaths (myocardial infarction and sudden death) in the Tsuna region, which is a community with a large older population (31% of the total of 64,000 residents are 60 years of age or older) and includes the epicenter and one of the most heavily damaged areas. MEASUREMENTS: EQ-related CHD mortality on the basis of direct access to records of physicians who were able to continue services for the EQ victims without interruption by this disaster situation. RESULTS: Coronary heart disease deaths increased for a few months after the EQ, and the total number from January 17 to April 30, 1995, was 45, which was significantly (1.5 times) higher than the 31 deaths during the same period of the previous year (1994). The CHD deaths after the EQ all occurred in individuals more than 60 years of age and had a positive correlation with EQ-induced damages. Concerning the onset time, CHD deaths occurred 1.8 times more often (P < .05) in the nighttime (11 PM to 5 AM) and 1.4 times as often during the morning (5 AM to 11 AM), whereas their occurrence did not vary during a 12-hour period from 11 AM to 11 PM. CONCLUSION: Deaths of older individuals from CHD persisted for a few months after the EQ and were especially prominent during the nighttime and morning. Reduction of stress and related coronary risk factors in this period may suppress CHD deaths after a major EQ.     

Teaching portfolios: reflecting upon and improving teaching

A number of benefits can be seen for academic medical faculty and their learners as a result of using the teaching portfolio to focus on faculty's work as educators. While the portfolio's initial purpose may be to document the extent and quality of teaching, thoughtful reflection on and documentation of the process and outcomes of teaching can lead faculty to advance in their teaching skills as medical practitioners who are charged with inducting new learners into the profession.     

普通高校女子武术课教学探讨

对我国普通高校女子武术课开展的现况进行研究和分析，对构建和完善我国普通高校女子武术课教学内容进行了初步的探讨，认为在内容选择上应既能体现武术特色又符合普通高校女生的生理特点，难易程度上应适当，使其容易接受和掌握，最后在内容上还要发挥普通高校女生的创新精神。     

Teaching and Learning: The Critical Balance in Effective Education

This lecture addresses the balance between teaching and learning and explores the notion that “we teach too much and our students learn too little.” Research in the areas of teaching and learning, in addition to personal experience in construction education, are used to show how appropriate teaching styles and a learner centered approach can be combined to improve learning and reinforce the belief that the true goal of education should be to produce self-motivated, independent lifelong learners. Data from an informal study of student perceptions are presented to show that much is achieved when faculty make it possible for students to be independent active learners and accept responsibility for their own learning.     

Developmental Changes in Teachers' Beliefs About Critical-Thinking Activities.

Inservice, preservice, and prospective teachers and nonteacher controls (N=408) participated in a cross-sectional study of the development of beliefs about use of critical-thinking (CT) activities with different learner populations. Teachers' self-selection of their careers was associated with strong support for high-CT activities for both high- and low-advantage learners. Preservice education was associated with reduced support for (a) high-CT activities for high-advantage learners and (b) low-CT activities for both learner populations. Inservice education and teaching experience were associated with slightly reduced support for high-CT activities for low-advantage learners. Preservice education seems a propitious time for promoting changes in CT-related beliefs. From the viewpoint of CT advocates, initiatives are needed to counter the apparent reductions in teachers' support for high-CT activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing the validity of the Euroqol and comparing it with the SF-36 health survey questionnaire

There is an interest in the consequences of deriving a single index measure of health for validity and sensitivity. This paper presents the results of testing a recent example of a general health measure designed to derive a single index, the Euroqol (EQ), and presents a comparison with a new, influential profile measure, the Short Form 36 (SF-36) Health Survey Instrument. The EQ and an anglicised version of the SF-36 health survey, both designed for self-completion, were included in a postal survey of a random sample of 1980 patients from two practice lists in Sheffield, UK. The response rate for the EQ questionnaire was 83%, and the rate of completion over 95%. Evidence was found for the construct validity of the EQ dimension responses and the derived total EQ health score in terms of distinguishing between groups with expected health differences. Considerable agreement was found between EQ responses and the total EQ score, and the UK SF-36 profile scores. There was substantial evidence of EQ being less sensitive at the ceiling (i.e. low levels of perceived ill-health) and throughout the range of health states. A recent restructuring of the EQ, may help overcome some of the problems with the physical dimensions by reducing their skewness.     

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science

A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.     

教学型大学教育服务质量理论的探讨

教学型大学是我国高等教育大众化的主力军,它的发展好坏直接影响到我国高等教育整体质量的高低。教育服务是教学型大学主要的产出,教育服务质量就是教学型大学的教育质量。学生是其重要的评价主体。提高教学型大学教育质量必须树立高等教育服务理念,重视学生的主体地位,维护其权益,满足其合理需求。     

矢志冶金育人才 肩负使命铸辉煌——湖南工业大学冶金校区50年办学历程回眸

回眸50年的办学历程,大体可分为创建办学、改革兴校和升格发展三个阶段。学校为了坚持育人的中心地位不动摇,坚持做到全面贯彻党的教育方针 科学定位,发挥优势,办出特色 以学生为本,深化教改,提升素质 重视师资队伍建设,不断开创党建与思想政治工作新局面。