28th International Congress of Psychology August 8 ... - U-netSURF

A new-format lecture called BRD uses 'The Brief Report of the Day'. At large, lectures with BRD
consists of the following three phases where students: 1) identify the theme and fumble after the
outlook, 2) gather information, and 3) complete the report. This study investigates the effects of
BRD lecture on students' mental state of activations which includes the following four dimensions:
1) determination for the class, 2) motivation, 3) activation of prior knowledge, 4) awareness of the
problems. The results shows that BRD enhances the determination for the class.
3028.86 Research on the relationship between the class-charge-teacher administration model and
psychological health of high school students, Yanbing Li, Shaanxi Normal University, China
The psychological problems of high school students include, most prominently, premature love,
lack of interest in study, and ill relationship with others. At high schools, the effect of a
class-charge-teacher’s administration is affected by students’ psychological status, and this
administration has influences on the psychology of students in many aspects. Based on the
relationship between subject and object of administration, and the extent to which the object takes
part in administration, this article classifies class-charge-teacher administration models and
researches the students’ psychological problems by means of experiments and investigation. It
presents an exploration for the innovation of the class-charge-teacher administration.
3028.87 Why and how do Chinese lecturers introduce dialogical teaching methods into higher
education, Lili Zhang, Kyushu University, Japan
The purpose of the present study was to investigate Chinese college lectures’ belief on dialogical
teaching methods which can promote students’ thinking and train students' creativity and practical
ability to solve problems by using the dialogue between teachers and students, and to demonstrate
what kinds of behaviors do they take actually. We interviewed and surveyed 10 Chinese college
lecturers and observed their lessons. In view of their beliefs, we divided them into 3groups, (1)
traditional lecturing group; (2) transitional group and (3) dialogical teaching group. Group (1) give
students lectures in class, but group (2) and (3) use dialogical teaching methods in class at
different level.
3028.88 Mentoring and teacher learning: An analysis of the staff meeting in Japanese
kindergarten., Takako Noguchi 1 , Akita Kiyomi 2 , Muto Takashi 3 , 1 Jumonji University, Japan;
2 3
Tokyo University, Japan; Ochanomizu University, Japan
This study focuses the relation between mentoring and teacher learning. In teacher professional
development, mentoring is very important. Early childhood teachers often discuss about children,
improve their own practice and viewpoint, and solve the problem in collaboration with other
teachers in the staff meeting. This study elicits different types of mentoring from analyzing two
kindergarten staff meeting. Second, the study examined the relation between mentoring and
kindergarten culture. It is suggested that the quality of teacher learning is oriented by not only
mentor, but also mentoring context includes implicit requirements for teacher’s knowledge.
3028.89 Child Involvement in education, Cella Vectore, Cirlei Silva, Elayne Braga,
Universidade Federal de Uberl & Acirc, Ndia, Brazil
The aim of this work was to study the level of child involvement according to the Effective Early
Learning Project, considering the activities proposed by the educators. Seventy four (37 girls and
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