小学幼小衔接课程建设是指小学校为了帮助儿童更好地适应小学生活,通过调整课程结构、内容和实施方式,优化或重构学校课程体系的过程.小学是幼小衔接的重要责任主体,加强小学课程建设是教育发达国家幼小衔接的普遍做法,做好小学课程建设是幼小衔接政策的趋势.当前,小学在幼小衔接课程建设方面存在协同性、系统性、科学性不足的问题,具体表现为课程建设的主体单一、课程建设的加法倾向、课程建设的经验思维.为此,在小学幼小衔接课程建设中需强化主体协同,构建家园校三方互动的幼小衔接共同体;增强科学意识,准确把握幼小衔接规律;做好顶层设计,形成层次清晰的幼小衔接方案;抓住主要矛盾,推动幼小衔接课程整合与结构调整.

Learning engagement is an important predictor of the academic success of public funded normal students and an important indicator to measure their training effect.This study investigated the relationship a-mong occupational identity, learning engagement and achievement motivation of 486 public funded normal students in a women’ s university,in order to explore the intermediary role of achievement motivation of public funded normal students between occupational identity and learning engagement.The results show that the occu?pational identity and learning engagement of the students in the public funded normal schools are above the middle level.The occupational identity of the public funded normal college students can significantly and posi?tively predict their learning engagement.The desire for success has a significant positive impact on the learning engagement of public funded normal students,and the fear of failure has a significant negative impact on the learning investment of public funded normal students.The desire for success plays a mediating role between the occupational identity and learning engagement among them.The mediating effect of fear of failure is not signifi?cant.Therefore,improving the professional identity level of public funded normal students and strengthening their determination to achieve academic success will help to promote the academic achievement and profession?al quality of public funded normal students.

为了有效地推进科学的幼小衔接,需要从理论层面深入探讨幼小衔接过程中儿童心理变化的基本机制.幼小衔接中儿童的心理过渡是指个体基于已有经验,通过主动地调整和扩展心理结构,由一个阶段或状态逐渐发展变化而转入另一个阶段或状态,以应对新环境的过程,它具有整体性、关系性和生长性三个特征.根据心理过渡的方向,可以将幼小衔接中儿童的心理过渡划分为憧憬期、剥离期、混沌期和新生期四个阶段.为了帮助和指导儿童顺利实现心理过渡,教育者应当保护并激发儿童入学的内部动机,认识并调节儿童分离的负面情绪,介入并重建儿童升学的心理平衡,减缓并肯定儿童适应的起始步伐.

各位老师,大家好!今天我跟大家交流的主题是教师专业伦理与专业发展。教师专业伦理即我们常说的教师职业道德,是教师在处理专业事务中需要遵守的道德规范。那么,教师的专业伦理和专业发展之间是一种什么样的关系呢?我们主要围绕这个问题展开交流。一、专业伦理是内置于教师专业的重要属性,而非附属大家知道"学高为师,身正为范",这几乎是所有师范院校的校训。

从新中国成立至今,我国就幼小衔接教育工作相继出台过一系列教育政策,经历了从幼儿园单向执行主体时期(1949～1988年)到幼儿园和小学双向执行主体时期(1989～2009年)再到多元利益相关者执行主体时期(2010年至今)的演变过程.本研究采用由政策工具和幼小衔接生态系统维度构成的分析框架对这些教育政策进行分析,结果发现其使用的政策工具趋于多元化,但各类政策工具的组合配置仍缺乏系统性;幼小衔接生态系统趋于综合化,但各子系统的具体内容仍不够全面;政策总体趋于科学化,但在幼小衔接关键问题上仍不够科学;中央政府与地方政府颁布的相关政策一致性较高,但在互补性上仍有待提高.政策工具的特性、政府的偏好、幼小衔接生态系统的复杂性及相关研究的滞后是影响我国幼小衔接教育政策的主要因素.未来在完善幼小衔接教育政策时,应注意中央政府与地方政府相关政策的衔接和互补;根据政策问题的性质选择恰当的政策工具,优化政策工具之间的组合配置;合理利用激励性工具和能力建设工具,提升幼小衔接教育政策的可行性;全面剖析幼小衔接生态系统中的各方利益诉求,统筹配置相关政策工具;加强幼小衔接关键问题研究和政策转化,促进幼小衔接教育政策科学发展.

"边缘化"少先队员这一群体日渐引起少先队教育工作者的关注."边缘化"少先队员的特征主要表现为淡出辅导员的关注视野、缺乏良好同伴关系网络以及少先队活动中的消极参与."同步入队"致少先队员光荣感丧失,疏离的师生关系致少先队员滋生畏怯感,繁冗的活动致少先队组织凝聚力低下,少先队员性格特征诱引下的"不在场"感是导致"边缘化"少先队员产生的主要原因.具体转化策略包括重塑少先队员光荣感、聚焦少先队员感受性、唤起少先队员参与感以及创生少先队员融入感.

幼小衔接是指为了儿童的健康成长和持续发展,通过幼儿园、小学、家庭、社会等各方的共同努力,采取一系列积极有效的举措,帮助儿童顺利做好入学准备以及入学适应的教育过程.梳理近十年来相关文献发现,以往研究对幼小衔接的认识、利益相关者、问题与措施、国际比较等都进行了探索,但不足之处表现在尚未厘清幼小衔接的内涵、儿童的"失语"、对现实问题的研究缺乏深度等方面,须加强相关研究.

本研究旨在调查某女子院校学前教育专业本科生的专业满意度,选取了334名女大学生为调查对象,采用问卷调查法,结果显示:学前教育专业学生的总体满意度高于一般水平;学前教育专业的学生认为自身的专业能够满足自身的兴趣,并且对专业的教学设备、就业前景、教师资源方面比较满意.

The New Educational Movement growing up in a particular historical background is a kind of educational reform full of wisdom. It has not only challenged and denied the traditional education in its concept,but also interpreted new educational spirit by its educational practice. Its educational wisdom is mainly reflected by the education theory and practice illustrated by its promoters. This educational wisdom has universal value and is still meaningful for the elementary education which has entered a deep water zone in contemporary China, especially for its educational practice reform.

负面教育是指教育者以适当的方式,对儿童的不当行为进行限制,或进行否定、指责和纠正,以使儿童转变错误认识、消除不当行为.在儿童行为规范的教育中,负面教育是一种难以替代、不可或缺的手段.儿童是在错误中学习和成长的,负面教育在于让儿童少犯错误,并对既有错误或问题进行修正.事实上,负面教育会给儿童制造一种困境或逆境,让儿童陷入价值选择的冲突,使儿童在问题解决中获得深刻的心理体验,生成和提高应对困境和逆境的能力.这正是负面教育的意义所在.负面教育的运用必须出于教育并为了教育,以尊重和关爱儿童为价值观,遵守适当性原则,并始终坚持审慎的态度.

Establishing the quality monitoring system is no doubt a very important factor that can influence the effect of the educationl practice. However,many universities do not pay enough attention to the management process of the educational practice,thus there are some problems existing in the quality monitoring. In order to promote the quality of talent cultivation,some suggested improvement measures are as follows:strengthening the organization and leadership of the educational practice and perfecting the system construction;intensifying the partnership and cooperation relations between the university and practice base;increasing the number of people that attend the centralized practice as far as possible and enhancing the force of monitoring; building the whole-process mode of practice guidance;improving the evaluation approach and giving full play to the positive effects of process evaluation on promoting the students’ professional development.

负面教育的手段常常被怀疑丧失了对儿童基本的尊重。然而,尊重不只有肯定的方式,因为肯定的方式所表达的可能是对儿童、对教育的不负责任。负面教育的手段如约束、批评、惩罚等手段是一种要求,这种要求是以"不得做某事"的方式提出的,它和尊重并不矛盾。负面教育最为直接、最为重要的目的就是改善有着不当行为的儿童自身。将儿童作为目的,本身就是一种尊重。负面教育的实施不是让儿童的境况变得更糟糕,而是在于让他从过错行为的后果中摆脱出来。