本文關(guān)鍵詞：理性情緒教育對初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究，，由筆耕文化傳播整理發(fā)布。

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心理學(xué)

中等教育

教育理論與教育管理

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成人教育與特殊教育

體育

初等教育

職業(yè)教育

高等教育

junior high school

    Methods A stratified multistage cluster sampling method was used to investigate 2 625 junior high school students and 2 495 senior high school students with a questionnaire.

    方法采用多階段分層整群抽樣方法,隨機(jī)抽取江蘇省初中學(xué)生2 625名和高中學(xué)生2 495名進(jìn)行問卷調(diào)查。

短句來源

    THE KNOWLEDGE EFFECTS IN CATEGORY CONSTRUCTION OF JUNIOR HIGH SCHOOL STUDENTS

    初中學(xué)生類別建構(gòu)中的知識效應(yīng)研究

短句來源

    On Occupational Stress of Junior High School Teachers in the New Era

    論新時期初中教師職業(yè)壓力

短句來源

    The Study on Character Traits Influencing Academic Achievement of Mongolian Junior High School Students

    影響蒙古族初中學(xué)生學(xué)業(yè)成績的性格特征研究

短句來源

    An Experimental Study on the Rational-emotive Education to the Test Anxiety of Junior High School Student

    理性情緒教育對初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究

短句來源

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    A Study of an Intelligence Test for Junior High School Students Receiving Artistic Training

    接受藝術(shù)訓(xùn)練的初中生智力測查研究

短句來源

    Self-concept and Coping Style of Junior High School Students with Different Peer Relationship

    不同同伴關(guān)系初中生的自我概念與應(yīng)對方式

短句來源

    A correlation study of psychological problems and family environment among the junior high school students

    初中生心理問題與家庭環(huán)境因素影響的研究

短句來源

    An experimental study of the mental education and mental health of the junior high school students

    心理教育活動課影響初中生心理健康的實(shí)驗(yàn)研究

短句來源

    Social Support and Mental Health of the Junior High School Students

    初中生的社會支持狀況及其與心理健康的關(guān)系

短句來源

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  junior high school

Influence of moderate physical exercise on the cardiac rhythm parameters of elementary and junior high school children

Data were gathered from junior high school students tested annually at three points in time.

The use of legal and illegal drugs and their relationship to the environment was studied in 2265 junior high school adolescents from a rural and a semi-rural area in Norway.

Two hundred and thirty-seven adolescents from a junior high school in a small community outside G?teborg, Sweden, completed the Youth Self Report (YSR) and the Depression Self Rating Scale (DSRS).

Deliberate self-harm and childhood hyperactivity in junior high school students

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This study has been a cooperative research work carried out withsimilar research program in fourteen distrects of our country. About 29subjects aged from 4 to 16 years old (18 boys and 11 girls)have beensurveyed. A variety of methods have been used, such as experiments,observations, interviews, personality inventory and performance rating etc. These children appear to be quite different from one another; someof them have read a lot in early age (often before their school age); someof them have showed special...

This study has been a cooperative research work carried out withsimilar research program in fourteen distrects of our country. About 29subjects aged from 4 to 16 years old (18 boys and 11 girls)have beensurveyed. A variety of methods have been used, such as experiments,observations, interviews, personality inventory and performance rating etc. These children appear to be quite different from one another; someof them have read a lot in early age (often before their school age); someof them have showed special abilities in mathematics; and some have atalent for painting or poetry, etc. However, they still possess severalcommon characteristics, such as: (1) cognitive interests and strongintellectual curiosity; (2) keen perception and powers of observation; (3)a broad and high concentrated attention and unusual memory; (4) alertand initiative thinking) (5) self-confidence and perseverance, and so on.Because of such well-developed characteristics, some of these children havebeen allowed to start primary school learning earlier, at about 4-5 years;some of them skipped to junior high school at the age of 8-9 year andsome entered the university around fourteen. The preliminary results show: 1) It is clear that there are clearly intellectual deviations, and greatpotential for development among children. 2) It seems that almost all of these supernormal children have goodconditions for early-education. So we think supernormal is not simply aninnate, inherent endowment which only provides a possibility for develop-ment, and early-education transforms this possibility into actual supernormalresults. 3) It seems that some personality characteristics such as cognitiveinterests and perseverance etc. are very important factors which result insuperior achievement for these children. Some suggestions for further investigation has also been made in thispaper.

本文第一部分是對一年來各協(xié)作單位關(guān)于超常兒童的研究進(jìn)行的簡要總結(jié),著重在根據(jù)現(xiàn)有調(diào)查和追蹤研究的材料,概括出超常兒童共有的五個方面的特點(diǎn)。第二部分是對進(jìn)一步開展協(xié)作研究提出的初步意見。

This study is aimed at 1st and 3rd year students of junior high schools and 2nd year students of senior high schools. The results are:1. The age-characters of thinking development are: Formal logical thinking begins to prevail in the 1st year of junior high and tends to mature by the 2nd year of senior high. Dialectical logical thinking emerges in its initial form in the 1st year of junior high and begins to take hold in the 2nd year of senior high.2. The...

This study is aimed at 1st and 3rd year students of junior high schools and 2nd year students of senior high schools. The results are:1. The age-characters of thinking development are: Formal logical thinking begins to prevail in the 1st year of junior high and tends to mature by the 2nd year of senior high. Dialectical logical thinking emerges in its initial form in the 1st year of junior high and begins to take hold in the 2nd year of senior high.2. The character of thinking development of adolescent students of both sexes are: The over-all level of thinking development is about the same in boys and girls, though both have their own characteristics. The idea that "boys are superior to girls" or vice versa is not accepted.3. There are differences in the development levels of student sthinking between different types of high schools.

本研究的對象為初一、初三和高二學(xué)生。研究結(jié)果如下: 1.在校青少年思惟發(fā)展的年齡特點(diǎn)是:形式邏輯思惟在初一階段開始占優(yōu)勢,到高二階段已趨基本成熟;辯證邏輯思惟在初一階段已初步具備,到高二階段開始占優(yōu)勢。 2.在校青少年思惟發(fā)展的性別特點(diǎn)是:男女生思惟發(fā)展水平在總體上是一致的,但各有其特色。不能認(rèn)為男優(yōu)女劣或女優(yōu)男劣。 3.不同類型學(xué)校在校青少年思惟發(fā)展水平上存在著差異。

In our experiment we made a research on the role and peculiarity of recognition of patterns in solving applied algebrical problems of equation by the students of junior high schools.In solving these problems, the recognition of patterns appear mainly to be the differenciation of types of problems.The result shows that the subject's recognition of type of the problem determines whether he can solve it quickly and correctly or not.To recognize definitely the type of an applied problem, the student must abstract...

In our experiment we made a research on the role and peculiarity of recognition of patterns in solving applied algebrical problems of equation by the students of junior high schools.In solving these problems, the recognition of patterns appear mainly to be the differenciation of types of problems.The result shows that the subject's recognition of type of the problem determines whether he can solve it quickly and correctly or not.To recognize definitely the type of an applied problem, the student must abstract definite general relationships or structures from the concrete semantic context of the problem. This ability can be improved through drills with a variety of exercises.

本研究通過收集、分析被試解題時出聲想的口語材料,探討了初中學(xué)生解代數(shù)應(yīng)用題中認(rèn)知模式的作用和特點(diǎn)。在解代數(shù)應(yīng)用題中,認(rèn)知模式主要表現(xiàn)為識別應(yīng)用題的類型。結(jié)果表明,被試能否識別類型在很大程度上決定著他能否迅速、準(zhǔn)確地解答課題。要正確識別應(yīng)用題類型,需要從課題的具體語義情境中分出確定的、一般的關(guān)系或結(jié)構(gòu)。這種能力可以通過訓(xùn)練加以提高。訓(xùn)練所使用的材料應(yīng)該具有多種變式。

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  本文關(guān)鍵詞：理性情緒教育對初中學(xué)生考試焦慮的干預(yù)實(shí)驗(yàn)研究，由筆耕文化傳播整理發(fā)布。