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行动研究——欺负干预的适宜运作模式 被引量:3

Action Research: An Appropriate Approach of Bullying Intervention
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摘要  行动研究是一种新的研究思路。与传统的科学研究不同,行动研究集行动和研究于一体。在行动研究中,实际工作者是研究的主体,他们通过对自己实际工作情境的研究以达到解决实际问题和促进个人成长的目的。 Differing from traditional research, action research integrates action and research into a single whole, thus forming a new approach. In action research, the practitioners are themselves the subject of the research and they resolve practical problems and increase their knowledge and understanding through their researches on the conditions of their own work. The present article introduces the basic knowledge of action research in terms of bullying intervention.
出处 《山东师范大学学报(人文社会科学版)》 北大核心 2004年第3期33-35,共3页 Journal of Shandong Normal University(Humanities and Social Sciences)
基金 教育部人文社会科学研究"十五"规划项目(项目批准号:01JAXLX01015) 全国教育科学"十五"规划重点课题(项目批准号:DBA010175)成果之一。
关键词 欺负干预行动 适宜运作模式 学生心理 螺旋循环模式 评价标准 action research bullying intervention
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参考文献13

  • 1Stringer, E. T.. Action Research - A Handbook for Practitioners.London: SAGE publications, 1996.
  • 2Dick, B. A beginner's guide to action research, http://www.scu.edu.au/schools/gcm/ar/arp/guide, huml.
  • 3Kemmis, S. & McTaggart, R. The Action Research Planner, Geelong,Victoria: Deakin University Press, 1988.
  • 4McCutcheon, G. & Jung, B.. Alternative Perspectives on Action Research. Theory into Praetiee, 1990, 24, (3).
  • 5张文新.关注中小学生的欺负问题[J].山东教育,2000(34):4-8. 被引量:7
  • 6Derek G., Nettaet C., Gerry, G., & Michael, J. The introduction of anti- bullying policies: do policies help in the management of change.School leadership & management, 1998, 18(1).
  • 7张文新.学校中的欺负问题——我们所知道的一些基本事实[J].山东师范大学学报(人文社会科学版),2001,46(3):3-8. 被引量:61
  • 8Olweus, D. Bullying at school: what we know and what we can do. Oxford: Blackwell, 1993.
  • 9Whitney, I. & Smith PK. A survey of the nature and extent of bullyingin junior/middle and secondary schools. Educational Rearch, 1993, 35.
  • 10Genta M. L., Menesini E., Fonz A., Costablile A, & Smith PK.Bullies and victims in school in central and southern Italy. European Journal of Psychology of Education, 1996, 11.

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