Constructing College Students’ Contractual Management Mode

2011 ◽  
pp. 23-26
Author(s):  
Huifang Cheng
Keyword(s):  
College Students ◽  
Management Mode

Management methods of college students in the new era based on the theory of educational cognition

2021 ◽  
pp. 002072092110020
Author(s):  
ZhiChao Li ◽  
Yanrong Zhai
Keyword(s):  
College Students ◽  
Social Cognition ◽  
Questionnaire Survey ◽  
Cognitive Theory ◽  
Management Mode ◽  
New Era ◽  
Cognitive Characteristics ◽  
Student Management ◽  
The New Period ◽  
Management Work

With the continuous development and progress of society, the reform of higher education is gradually unfolding, and colleges and universities are responsible for the development of education. From the perspective of students' cognition, understanding the law of the occurrence and development of students' cognition is conducive to change the traditional rigid management mode to the development of flexible management mode. In addition, it also meets the requirements of student management to take into account students' cognitive and human needs, and provides guidance for student management in the new era, and enriches the theoretical basis of student management. Based on the educational cognitive theory, this paper conducts a questionnaire survey on College Students' management, and uses SPSS software to analyze the survey data, so as to measure the satisfaction of various management work, and to study the influence of cognitive theory on the management mode of college students in the new period. In the process of design, the questionnaire focuses on students' self-cognition and social cognition, especially the cognition of "the other" in students' social cognition, that is, the cognition of student management work and the cognition of student management workers. The results of the questionnaire survey show that there is a difference between students’ self-perception and the cognition of others, and students’ cognitive characteristics determine how to manage students. Student management workers need to improve the role of “advisors, mentors and helpful friends”. The cognitive characteristics of students determine the changes in student management. The cognitive needs of students determine the content of student management; the cognitive level of students accounts for 34% of the effectiveness of student management.

scholarly journals How to Adjust the Psychological Gap of Counselors in Higher Vocational Colleges

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Jingmei Feng
Keyword(s):  
College Students ◽  
Vocational Education ◽  
Education Law ◽  
Management Mode ◽  
Vocational College ◽  
Great Progress ◽  
Higher Vocational College ◽  
Vocational Colleges

After the implementation of the vocational education law, the number and enrollment scale of higher vocational colleges have made great progress, attracting more and more "211", "985" College's "post-90s" master's and doctor's degree graduates join in the construction of higher vocational colleges, and a large part of them start from the work of counselors. Thus, many counselors mechanically apply the education mode and management mode they received to higher vocational college students. As a result, they fail to meet their expectations and inevitably form a gap in their hearts, which affects their work enthusiasm.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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