试论体育教学中的生动活泼与严格要求   总被引：3，自引：0，他引：3  

郑华伟 《福建体育科技》2004,23(5):48-50

让学生主动地生动活泼地学习体育是发展学生主体性、创造性及培养学生情感、终身体育的需要,同时在学习体育过程中让学生养成良好的习惯,严谨的作风,认真的态度也是素质教育对严格要求的呼唤。体育教学中既需要生动活泼也需要严格要求,如何正确处理好素质教育与生动活泼、素质教育与严格要求、生动活泼与严格要求之间的关系,是当前教育改革的需要。  相似文献   

Social conversation and effective discussion in online group learning     

Fei-Ching Chen  Thomas C. Wang 《Educational technology research and development : ETR & D》2009,57(5):587-612

This paper studies the social talk of high school students in online discussion forums. On-task talk has generally been assessed as valuable discussion because it contributes directly to productive learning. Off-task conversation, on the other hand, is often regarded as useless and a waste of time. Should this social talk indeed be regarded as an off-task activity? Is social talk such as greeting, excusing, comforting and sharing personal feelings irrelevant to learning? This study analyzes threads and argues that social talk is interwoven with on-task talk. It is interesting to note that a substantial quantity of off-task messages served the latent function of guiding group discussion toward making progress in solving collaborative problems in a subtle and indirect manner. The power of “soft talk” embedded in off-task social conversation is explored and fully discussed.  相似文献   

Participation,financial support and the marginal student   总被引：2，自引：0，他引：2  

Peter Davies  Jean Mangan  Amanda Hughes 《Higher Education》2009,58(2):193-204

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.

Peter DaviesEmail:

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The Social effects of the Australian Higher Education Contribution Scheme (HECS)     

Gary Neil Marks 《Higher Education》2009,57(1):71-84

Australia’s Higher Education Contribution Scheme (HECS) is an income contingent loan scheme, in which university students pay back part of the costs of their tuition after their post-university income reaches a certain threshold, is an important policy innovation for the financing of higher education. However, its critics claim that HECS increases socioeconomic inequalities in higher education and the HECS debt reduces the ability of young people to make the transitions to adulthood. This paper investigates these claims. There is no evidence that socioeconomic inequalities in higher education in Australia increased after the implementation of HECS in 1989 or the 1997 reforms. The magnitude of the HECS debt was found to have a negative impact on the transition to parenthood, but had no negative impacts on other transitions to adulthood: leaving the parental home, marriage and home ownership. Its effects on parenthood were moderate compared to other influences, such as full-time work in the previous year, marriage and being in a de facto relationship. Furthermore, only a small proportion of young people who attended university have large enough HECS debts for it to affect their fertility decisions.

Gary Neil MarksEmail: URL: http://www.melbourneinstitute.com/people/gmarks/

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Ecologies of participation in school classrooms     

Mark Boylan 《Teaching and Teacher Education》2010

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.  相似文献   

Meaningful participation for children in the Dutch child protection system: A critical analysis of relevant provisions in policy documents     

《Child abuse & neglect》2018

Policymakers are increasingly focusing on the participation of children in the child protection system (CPS). However, research shows that actual practice still needs to be improved. Embedding children’s participation in legislation and policy documents is one important prerequisite for achieving meaningful participation in child protection practice. In this study, the participation of children in the Dutch CPS under the new Youth Act 2015 is critically analyzed. National legislation and policy documents were studied using a model of “meaningful participation” based on article 12 of the UNCRC. Results show that the idea of children’s participation is deeply embedded in the current Dutch CPS. However, Dutch policy documents do not fully cover the three dimensions of what is considered to be meaningful participation for children: informing, hearing, and involving. Furthermore, children’s participation differs among the organizations included in the child protection chain. A clear overall policy concerning the participation of children in the Dutch CPS is lacking. The conclusions of this critical analysis of policy documents and the framework of meaningful participation presented may provide a basis for the embedding of meaningful participation for children in child protection systems of other countries.  相似文献   

众创空间中创客参与动机与创业行为关系的实证研究     

田剑  赵蕾  尹祥信 《科技管理研究》2018,(10)

众创空间已成为创客创业的主要集聚地。以镇江市众创空间中的创客为研究对象,收集211个有效样本数据,使用偏最小二乘法(PLS)验证创客参与动机与创业行为关系模型。研究结果表明:沉浸需要、自我效能、感知有用性、感知易用性、社区激励和社会因素对创业行为具有显著正向影响;自尊需要和能力提升对创业行为不存在显著影响。  相似文献   

Tocqueville in Cyberspace: Using the Internet for Citizen Associations     

Hans K. Klein 《The Information Society》2013,29(4):213-220

Political theorists like Alexis de Tocqueville have long recognized the importance of citizen associations for the practice of democracy. Through participation in associations, citizens both receive an education in public affairs and create centers of political power independent of the state. Essential to participation in an association is participation in a forum, a communication space that allows for many-to-many communication in which citizens can "treat of public affairs in public" (Tocqueville, 1945, p. 109). Participation in forums suffers from numerous barriers, however, such as the need to meet in one common place, the need to meet at one common time, and the potentially high costs of participation. Online forums on the Internet avoid many of these barriers, and thus they hold the promise of facilitating the formation and operation of citizen associations. This was confirmed in 1995 by the experiences of a Boston-based citizen association, the Telecommunication Policy Roundtable-Northeast (TPR-NE). TPR-NE's uses of the Internet suggest that online forums may allow associations to be more responsive, more robust, and able to unite more members.  相似文献   

Busy doing nothing? Physical education teachers' perceptions of young people's participation in leisure-sport     

Ken Green  Andy Smith  Miranda Thurston 《Sport, Education and Society》2013,18(4):401-420

Within the substantial body of research examining the professional knowledge of physical education (PE) teachers one particular area remains relatively under-explored: namely, their understandings of young people's participation in leisure-sport and the implications of this, if any, for the practice of PE. There are grounds for thinking, however, that in this aspect of their professional knowledge PE teachers might not be as conversant with patterns of participation—among young people, generally, and their own pupils, in particular—as one might expect. In order to examine this tentative hypothesis, the present study involved focus groups with a total of 29 PE teachers at six secondary schools in England. A central finding of the study was that PE teachers' perceptions of their youngsters' leisure-sport lives tended to be characterized by a blend of myth and reality. Many teachers, for example, underestimated the levels of participation in leisure-sport both of their own pupils and the 15–16 years age group, generally. Nevertheless, the teachers' observations regarding what amounted to growing and diversifying sporting repertoires among their pupils were, to a greater or lesser degree, commensurate with the profiles reported by the pupils, and with wider trends associated with the changing lifestyles and preferences of young people. The paper concludes by briefly locating this study of professional knowledge within the sociology of knowledge, while observing that the content and form of PE for Year 11 pupils at the six schools in this study appeared to be informed by the common-sense, everyday knowledge of PE teachers rather than by evidence from national or local surveys of young people or studies of their own pupils.  相似文献   

Student participation styles in adventure education     

Mark H. Zmudy  Matthew D. Curtner-Smith  Jeff Steffen 《Sport, Education and Society》2013,18(4):465-480

Sport pedagogy researchers have contributed much to the literature on physical education teaching by describing the participation styles of children, youth and young adults in various settings. The purpose of this study was to describe the participation styles of children enrolled in two consecutive week-long summer adventure camps. Primary participants were 31 elementary and middle school students. Secondary participants were the two adventure educators (AEs) responsible for carrying out all the instruction at the camps. Data were collected using a variety of qualitative techniques and analysed using standard interpretive methods. Nine participation styles were identified indicating that the children in the camps had differing experiences of adventure education and varying degrees of success. Some of the participation styles had similar characteristics to those discovered previously in middle school physical education. Despite these similarities and unlike the middle school setting, there was no indication that a hierarchy of participation styles existed and, consequently, there was no sign of any bullying. Reasons for this difference may well have been the heavy focus on affective objectives within adventure education, much lower student–teacher ratios, higher levels of supervision and management, and greater instructional intent and skill.  相似文献