幼儿教师从关注孩子的细节做起

幼儿教师作为孩子的启蒙老师,在幼儿园的一日活动、教学活动、游戏活动、午睡用餐等等环节中,幼儿教师实际上时时、处处、事事都应该关注到孩子的每个细节.而对日常教育教学生活中孩子细节的关注,体现着一个幼儿教师的观察能力,教学水平和综合素质,同时也能透露其工作态度和对孩子的责任心.     

幼儿教师不良体态的探究

教师在日常的教育教学活动中,总是伴随着各种各样的有意无意的体态行为.特别是在幼儿园,幼儿的模仿能力特别强,会更加关注教师的体态.所以,幼儿教师体态对孩子的影响显得尤为重要.然而,在实际工作中,部分教师不知不觉中产生了许多不良体态,并把自己的这种体态信息传输给了幼儿,给他们的成长带来负面的影响.     

福建省幼儿教师职业倦怠现状的调查研究

教师是职业倦怠的高发人群.在我国,职业倦怠已经成为教师行为失范的主要原因之一.以福建省的幼儿教师为被试,采用问卷调查的方法考查研究福建省幼儿教师的职业倦怠及影响因素.研究表明:幼儿教师的职业倦怠现象并不十分严重,但已经普遍存在,与教师是职业倦怠的多发群体这一推理一致;幼儿教师的职业倦怠虽不严重,但情绪衰竭较严重;幼儿教师的职业倦怠是一个上下波动的过程.     

论幼儿教师要关注幼儿的情感教育问题

现代幼儿教师要积极关注学前儿童的情感发展状态,给予儿童更深切的关爱.教师们应该从不断更新教育理念、培养自身良好情感素质、善于挖掘课程资源等方面努力促进学前儿童的健康情感的发展,从而提升学前教育的内在质量.     

浅议高校辅导员的组织承诺

高校辅导员是学校与学生之间相互联系的重要枢纽,同时也是大学生健康成长的领路人.高校辅导员的组织承诺作为学校与辅导员的联结,其承诺水平的高低对辅导员个人、学校以及社会都会产生影响.文章从组织承诺的概念、结构入手,结合高校辅导员的现实情况,分析高校辅导员组织承诺水平较低的原因,从而提出提高组织承诺感的相应对策和建议.     

幼儿教师专业身份认同的困惑及其重塑

幼儿教师专业身份认同的"二元分离"现象、幼儿教师主体身份认同与社会角色期待间的冲突、幼儿教师专业身份认同缺乏法律保障是目前幼儿教师专业身份认同存在的三大现实境遇.通过分析幼儿教师专业身份认同存在困惑的原因,提出重塑幼儿教师专业身份认同的策略,这对于幼儿教师、幼儿教育事业的整体发展有着重要的现实意义.     

企业员工工作不安全感与组织承诺——领导-部属交换关系的调节效应研究

工作不安全感是工作中的一项重要压力来源,将导致员工一系列消极的组织态度与行为,因此对调节工作不安全感影响效应的相关变量的探索是近期该领域的研究热点.本文运用问卷调查法和调节层级回归分析方法,着重考察了领导-部属交换关系在工作不安全感与组织承诺之间的调节效应.研究结果表明:在质量性工作不安全感对情感承诺的消极影响中以及数量性工作不安全感对继续承诺的积极影响中,领导-部属交换关系均起到了正向的调节作用.     

组织承诺理论对人才流失的内在原因解析

改革开放以来,我国人才流动比率显著提高,过去那种人才单位所有、一次分配定终身的体制正被流动潮所冲击.市场经济虽然意味着资源的合理流动.但由于我国地区发展不平衡,欠发达地区的人才外流会加大这种不平衡.本文以组织承诺理论,解析人才流失的内在原因.     

急诊科护士职业暴露及防护措施的研究进展

职业暴露是指因职业关系而暴露在危险因素中,有可能损害健康或危及生命.急诊科护士工作在临床第一线,经常暴露于各种职业性危害因素之中,是职业暴露的高危群体.如何有效降低急诊科护士的职业危害,保证职业安全是亟待解决的问题.为此,国内很多学者进行了积极的探索与研究,现将急诊科护士的职业暴露因素及防护措施研究进展综述如下.     

促进幼儿教师专业发展的知识分享研究——基于学习共同体理论的思考

基于学习共同体理论,对幼儿教师知识分享的内涵进行了解读,揭示出知识分享对幼儿教师专业发展的重要意义,进而对目前我国幼儿教师在知识分享上存在的困境及成因进行了深入剖析,最后从幼儿教师专业发展的视野提出一些促进知识分享的策略.     

A Review of Occupational Stress Interventions in Australia.

The authors investigated empirical research into occupational stress interventions conducted in Australia within the past 10 years. They focused on evidence published and the quality of the evidence base. All intervention studies were conducted in the public sector. Only 1 study reached the gold standard in evidence-based research. Most interventions were individually focused, despite the preponderance of research identifying risky work environment stressors. Results suggest a paucity of published information regarding what works with occupational stress interventions in Australia and an urgent need for further research in the area, particularly focusing on the private sector, rural workers, and scientific evaluation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Teachers' Oath.

Replies to the letter by E. B. Newman (see record 200507825-001), which suggests a creed for psychologists. The author would like to see a clear concise formulation of the responsibility that the scholar and scientist accepts as the conditions of his license, some such formula as Newman suggests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Occupational safety — A complex discipline

Translated from Metallurg, No. 9, pp. 23–24, September, 1993.     

Commitment in the face of adversity: A value-affirmation approach.

Hypothesized that self-relevant values (C. Steele, 1988) may be an antecedent variable that predicts commitment (CM) in the face of adversity (AD). Study 1, a cross-sectional study of students' ongoing personal projects, revealed that the perceived value relevance (VR) of the projects interacted with the degree of experienced AD in predicting felt CM. Whereas VR was unrelated to CM under low AD, it was positively related to CM under high AD. This interaction accounted for significant variance independent of C. E. Rusbult's (e.g., see record 1981-10400-001) investment model of CM in the face of AD. Study 2 was a longitudinal investigation of students engaged in term-long volunteer projects. VR and initial reports (IR) of CM were measured at the beginning of the term, and AD and subsequent reports of CM were measured at the end of the term. VR at the outset subsequently predicted CM in the face of AD. Moreover, IRs of CM did not account for the variance explained by the interaction of IRs of VR and subsequent reports of AD. Thus, VR predicted, in a positive direction, latent differences in CM that were manifest in the face of AD. Those who saw their projects as value relevant at the outset were more likely to feel committed in the face of AD at the end of the term. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool and primary locus of control scale: A reply.

Replies to S. H. Herzberger et al (see record 1979-27662-001), who argued that the internal consistency of the Preschool and Primary Nowicki-Strickland Internal–External Control Scale (PPNS-IE) is not sufficiently high to justify the scale's use. It is argued that in one instance, these authors made major changes in the scale that may have altered the scale significantly. The present authors also offer some possible explanations for differences between their data and those of Herzberger et al; they provide further evidence that the PPNS-IE has obtained significant evidence of construct validation from a variety of other researchers. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Union Commitment and Participation: A 10-Year Longitudinal Study.

The authors longitudinally investigated the causal nature of the relationship between union commitment and participation in informal union activities. A total of 134 members of the National Association of Letter Carriers were studied over a 10-year period. Using cross-lagged regression analysis, early union commitment was found to predict the level of informal union participation 10 years later. The reverse and reciprocal relationships were not supported. These findings support and extend earlier research on the causal nature of the short-term relationship between union commitment and participation. The implications of the findings for researchers and labor unions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

基于师德特点的师德教育思考

师德具有高于一般职业道德的特点：师德涵盖面广,渗透性大;师德要求高,示范性强。教师要具备符合他们的崇高称号的师德素养,就要加强师德教育。一要激发教师内在的主动性,实现教师自我塑造,重在内化;二要促进教师将自己的道德信念付诸实践,在育人中育己。     

Employee Commitment and Motivation: A Conceptual Analysis and Integrative Model.

Theorists and researchers interested in employee commitment and motivation have not made optimal use of each other's work. Commitment researchers seldom address the motivational processes through which commitment affects behavior, and motivation researchers have not recognized important distinctions in the forms, foci, and bases of commitment. To encourage greater cross-fertilization, the authors present an integrative framework in which commitment is presented as one of several energizing forces for motivated behavior. E. A. Locke's (1997) model of the work motivation process and J. P. Meyer and L. Herscovitch's (2001) model of workplace commitments serve as the foundation for the development of this new framework. To facilitate the merger, a new concept, goal regulation, is derived from self-determination theory (E. L. Deci & R. M. Ryan, 1985) and regulatory focus theory (E. I. Higgins, 1997). By including goal regulation, it is acknowledged that motivated behavior can be accompanied by different mindsets that have particularly important implications for the explanation and prediction of discretionary work behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A short form of the Wechsler Preschool and Primary Scale of Intelligence.

Constructed a short form of the Wechsler Preschool and Primary Scale of Intelligence based on data from 3 of the 6 normative age groups. The remaining 3 normative groups provided a cross-validation sample. The 4 selected tests were Arithmetic and Comprehension from the Verbal scale and Block Design and Picture Completion from the Performance scale. The short form had reliabilities of .91-94 at the various age levels, corrected short-form-Full Scale correlations of .89-92, and a standard error of estimate of 5 points. The technique of linear equating was used to estimate Full Scale IQs from the short-form scores. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)