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新世纪之初,我国启动的基础教育的课程改革是一场划时代的深刻变革.本次课程改革的宗旨是构建具有中国特色的、现代化的教育改革体系.就本学科而言,它从根本上改变了传统物理教学的目标、性质和模式,也确立了普通高中物理新课程的基本理念. 相似文献
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Cuijpers P Smit F Unger F Stikkelbroek Y Ten Have M de Graaf R 《Child abuse & neglect》2011,35(11):937-945
Objectives
There is much evidence showing that childhood adversities have considerable effects on the mental and physical health of adults. It could be assumed therefore, that the disease burden of childhood adversities is high. It has not yet been examined, however, whether this is true.Method
We used data of a large representative sample (N = 7,076) of the general population in the Netherlands. We calculated the disability weight (DW) for each respondent. The DW is a weight factor that reflects the severity of a disease or condition on a scale from 0 (perfect health) to 1 (equivalent to death). We used an algorithm based on the SF-6D to estimate DW. Because the DW indicates the proportion of a healthy life year that is reduced by the specific health state of the individual, it also possible to calculate the total number of years lost due to disability (YLD) in the population. We calculated the years lived with disability (YLD) for 9 different childhood adversities (in the areas of parental psychopathology; abuse and neglect; major life events), as well as for major categories of mental disorders and general medical disorders.Results
All 9 adversities resulted in a significantly increased DW, except death of a parent before the age of 16. Adversities in the category of abuse and neglect are associated with the highest DWs (0.057), followed by parental psychopathology (0.031) and life events during childhood (0.012). All adversities (46.4% of the population reports one or more adversity) are associated with 20.7 YLD/1,000, which is more than all mental disorders together (12.9 YLD/1,000). The category of abuse/neglect has the highest YLD/1,000 (15.8), which is also higher than all mental disorders together. Adjustment for the presence of mental and general medical disorders resulted in comparable outcomes.Conclusions
Childhood adversities are more important from a public health point of view than all common mental disorders together, and should be a priority for public health interventions. 相似文献3.
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Geert T. M. Ten Dam Monique M. L. Volman 《British Journal of Sociology of Education》1991,12(3):309-321
This article analyses educational research on gender inequality carried out in the Netherlands between 1982 and 1991. It can be regarded as a case study on the conceptualisation of the problem of gender inequality in education. In the Netherlands two types of research can be identified: policy‐orientated research, which was largely concerned with primary and secondary education, and action research which developed from within and focused on adult education. In the beginning most researchers in both types of research were aware of the problems related to the concept of ‘disadvantage’. Later on, policy‐orientated research on gender and education has increasingly approached education primarily as a means of preparing for a promising position on the labour market. The concept of disadvantage, which at first appeared to have been superceded, has been frequently applied in the analysis of gender in education. Action research, however, focused on the learning processes of women considering feminine qualities to be positive and valuable. We discuss the criticism from women's studies of the research carried out. Finally, the central concepts of the Dutch research are related to the classifications used in England. 相似文献
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In the past decade, extensive research on gender and learning styles has produced a multitude of findings: gender differences in learning styles are small on average, but across studies quite different results are observed. In the present study, this heterogeneity is the central focus of our attention. Two possible interpretations concerning the educational context and the concept of gender identity are investigated: the teacher and the subject he or she teaches. Besides the variable gender as a dichotomous variable, the variable gender identity is included to reflect the theoretical standpoint of the social construction of gender differences. Using multivariate techniques on a data set of 432 adult secondary students, the observed relations between gender, gender identity and learning styles are described. Gender identity turns out to explain more variance in the use of learning styles compared to gender. Furthermore, it is shown that gender (identity) differences in learning styles do not vary across teachers and, with one exception, they do not vary across subjects. 相似文献
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交通工程学科是一门兼有自然科学与社会科学双重属性的综合性学科,具有鲜明的综合性、系统性、交叉性和社会性等特征。交通工程学（Traffic engineering）是从道路工程学中衍生出来的一门相对年轻的学科,它是把人、车、路、环境以及能源等与交通有关的几个方面综合在道路交通这一统一体中进行研究的。交通工程专业的课程大多属于应用性和交叉性的学科,学科的实践性及其操作性很强,所以对本专业学生的实践应用能力要求越来越高。在交通工程专业课程建设中,最重要的手段就是将实验教学和实践教学相结合。本文从交通工程的特点和研究内容入手,探讨了交通工程课程建设与实践教学,实验教学相结合的思路和体系,旨在通过课程建设改革将实践教学、实验教学相结合来提高学生的动手能力及运用所学知识解决实际问题的能力。通过教学改革来实现实验教学,实践教学贯穿整个交通工程专业的教学过程。 相似文献
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This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged. 相似文献
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运用文献梳理、实地调查和目的抽样对江苏省8位体育非物质文化遗产项目的传承人进行半结构式访谈,在对传承人行为动机进行质性分析的基础上,研究体育非物质文化遗产项目的传承路径.结果显示:1)对于项目最初的喜欢和选择是传承人坚守传承的动力源;2)"身份"、"责任心"、"认同感"是传承人传承行为的条件和保障;3)"荣誉感"是传承人参与项目和传承行为的"价值追求";4)在传承路径上,除政府支持、专家研究以外,更需要项目所在地的乡村宗族组织、大学生村官以及对传统文化富有热忱的退休教师、干部等群体借助传统节日等文化活动平台,最终实现体育非物质文化遗产项目文化共同体的自我救赎,构建民族传统体育文化传承的"价值共同体". 相似文献