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尊重、公平、发展——John G.Nicholls的教育观

John G.Nicholls' educational viewpoint:respect,equality and developmen
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摘要 综述了Nicholls的理论和实证研究所折射出来的教育哲学和教育观——对人的尊重,对公平的追求,对如何促进人的发展的理解和向往,并分析了其对教学与研究工作的启示和意义。 John G. Nicholls＇ educational philosophy and educational viewpoints are reviewed,i, e. respect for people, pursuit of equality and the development of human beings. The importance and enlightenment of John G. Nicholls＇ educational viewpoint are also analyzed.
作者 聂尤彦
机构地区 南洋理工大学新加坡国际教育学院心理学部
出处 《渤海大学学报（自然科学版）》 CAS 2009年第1期1-4,共4页 Journal of Bohai University:Natural Science Edition
关键词 Nicholls 尊重 公平 发展 教育观 John G. Nicholls respect equality development educational viewpoint
分类号 G40-02 [文化科学—教育学原理]
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参考文献12

  • 1Nicholls,J.G.Creativity in the person who will never produce anything original and useful:the concept of creativity as a normally distrbuted trait,[J].American psycholgist,1972,27 (8):717-727.
  • 2Nicholls,J.G.Quality and equality in intellectual development:The role of motivation in education[J].American psycholgist,1979,34(11):1071-1084.
  • 3Nicholls,J.G.Achievement motivation,Conceptions of ability,subjective experience,task choice,and performance[J],psychological Reviev,1984,91 (3):328-346.
  • 4Nicholls,J.G.The competitive ethos and democratic edueation[M].Cambrideg,MA:Harvard University Press,1989.
  • 5Nicholls,J.G.Patashniek,M.,& Mettetai,G.Conceptions of ability and intelligence[J].Child Development.1986,57(3):636-645.
  • 6Nicholls,J.G.,& Thorkildsen,T.A.Intellectual conventions versus matters of substance:Elementary ecbool students as curriculum theorists[J].American Educational Research Journal,1989,26(4):533-544.
  • 7Nicholls.J.G.,Patashnick,M.,& Nolen,S.B.Adolescents' theories of education[J].Journal of Educational Psychology,1985,77(6):683-692.
  • 8聂尤彦,李晓东,袁冬华.学生对教学调节策略的公平知觉[J].心理科学,2004,27(4):977-979. 被引量：2
  • 9李晓东,林崇德,聂尤彦,庞爱莲.课堂目标结构、个人目标取向、自我效能及价值与学业自我妨碍[J].心理科学,2003,26(4):590-594. 被引量：89
  • 10Lau,S.,& Nie,Y.Interplay between personal goals and classroom goal structures in predicting student outcomes:A multilevel analysis of person-context interactions[J].Journal of Educational Psychology,2008,100(1):15-29.

二级参考文献11

  • 1Nicholls J G, Patashnick, M, Mettetal G. Conceptions of ability and intelligence. Child Development, 1986, 57: 636- 645.
  • 2Leahy, R L, Hunt T M. A cognitive - developmental approach to the development of conceptions of intelligence. In R L Leahy (Ed.).The child's construction of social inequality. New York: Academic Press, 1983: 135-160.
  • 3Thorkildsen T A. Justice in the classroom: The student' s view.Child Development, 1989, 60:323 - 334.
  • 4Thorkildsen T A. Those who can, tutor: High - ability students'conceptions of fair ways to organize learning. Journal of Educational Psychology, 1993, 85: 182 - 190.
  • 5Thorkildsen T A. Pluralism in children' s reasoning about social justice. Child Development, 1989, 60:965- 972.
  • 6Thorkildsen T A, Defining social issues and distributing them fairly:The development of conceptions of fair testing practices. Child Development, 1991, 62:852-862.
  • 7Bursuck W D, Munk D D, Olson M M. The Fairness of report card grading adaptations: What do students with and without learning disabilities Think? Remedial and Special Education, 1999,20 : 84 -92.
  • 8Polloway E A, Bursuck W D, Jayanthi M, et al. Treatment acceptability: Determining appropriate interventions within inclusive chssrooms. Intervention in School and Clinic, 1996,31:133- 144.
  • 9Walzer M. Thick and thin: Moral argument at home and abroad.Notre Dame: University of Notre Dame Press, 1994.
  • 10Rorty R Contingency, irony, and solidarity. New York: Cambridge University Press, 1989.

共引文献89

渤海大学学报（自然科学版）
2009年 第1期

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