消极教育 meaning in Chinese
negative education
Examples
- Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers , but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school , their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style . to the teacher in vocational school , their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style . meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style
本研究结果表明：两类教师的总体差异较小，只在环境观上存在显著差异；在教育观念上，职校教师的性别和职称差异均不显著，而普中教师的个人效能感和对学生的个性、认知能力的发展期望随职称上升明显增加，在教育方式上，男教师和低职称教师都有更多地采用消极教育方式的趋向；两类教师的教育观念与教育方式之间的关系均很显著；普中教师的个人效能感、遗传观和对学生的认知发展期望是影响其教育方式的主要指标，职校教师的教学效能感和对学生的个性发展期望是影响其教育方式的主要指标，同时，性别和职称对两类教师的教育方式也具有影响作用。 - The dimension of objective resources is composed of the composition of inf luencer , the level of education , the professional composition , the economic and social status , learning conditions at home , living surroundings and of books , newspapers , and audiovisual material etc . the dimension of subjective resources are composed of the positive , neutral and negative educational factors , particularly consists of learning support , protection , learning atmosphere in family , humiliation , parenting idea , social attitude , family atmosphere , noninterference , punishment , educational belief , spoiling , warm feeling and parenting emotive etc . 2
客观性资源维度是由影响者构成、文化程度、职业构成、经济与社会地位、学习条件、居住条件及书报音像资料等7个因素或成分构成；主观性资源是由积极教育因素、中性教育因素和消极教育因素构成，具体由学业支持、保护、学习气氛、羞辱、教育观念、社会态度、家庭气氛、放任、惩罚、教育信念、溺爱、情感温暖和教养动机等13个成分构成。