按照文化事象的自身规律实施“非物质文化遗产”的保护——以曲艺曲种的保护为例     

吴文科 《重庆师专学报》2006,5(5):23-25

在探讨“非物质文化遗产”的保护工作时，注重并强调按照文化事象的自身规律，按照保护工作的自身特点，实施统筹协调的科学保护，即在明白“为何保护”和“保护什么”之后，特别关注一下“如何保护”和“怎样保护”的问题，显得极为迫切和重要。  相似文献   

长沙市社区体育管理现状及发展对策     

常娟  李科 《宜春学院学报》2009,31(2)

论文采用文献资料法、访谈法和个素调查法对长沙市社区体育管理现状进行研究,分析了其存在的问题,并在此基础上对长沙市社区体育的发展提出了可行性建议.  相似文献   

Longitudinal relations between perceived autonomy support and basic need satisfaction in two student cohorts     

Åge Diseth  Hans Johan Breidablik  Eivind Meland 《教育心理学》2018,38(1):99-115

The relation between autonomy support and basic need satisfaction was investigated by applying a longitudinal design at a time interval of two years, and by comparing two different grade level cohorts of students. Participants comprised 1.225 Norwegian students divided by two subsamples (6th and 8th grade level/8th and 10th grade level). The results showed stationary effects of autonomy support and basic need satisfaction, respectively, from Time 1 to Time 2. There was also evidence of a causal effect from T1 to T2 between autonomy support and basic need satisfaction, and reciprocal causation from basic need satisfaction T1 to autonomy support T2. These effects were grade level and gender specific. The present study provided support for longitudinal relations between autonomy support and basic need satisfaction. Autonomy support and basic need satisfaction are both antecedents to and consequences of themselves, also when measured at long term intervals.  相似文献   

践行科学发展观努力提高研究生创新能力     

张科  刘艳云 《鸡西大学学报》2009,9(1)

中共中央第十七次全国代表大会进一步深化科学发展观理论,指出深入发展科学发展观是我国经济社会发展的重要指导方针,是发展中国特色社会主义必须坚持和贯彻的重大战略思想。践行科学发展观对造就高层次创新人才,对提高研究生创新能力具有重要的指导意义。在党十七大会议精神的指引下,通过践行科学发展观,必将培养出高素质创新型的研究生,必将实现我国科教兴国的宏伟目标。  相似文献   

浅谈明代月艮饰文化对传统戏剧服装的影响     

鲁科科  袁雪丽 《南宁职业技术学院学报》2007,12(4):14-17

中国传统的戏剧服装是古代服饰的美化与艺术的再创造，它以明代服饰为主，融合了从唐代至清朝的各时代服饰式样。通过分析明代戏曲舞台艺术服饰，可以看出明代的舞台艺术服饰已经在前人的基础上取得了很大的进展，并为后人对舞台艺术服饰的继续探究开拓了思路。  相似文献   

Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects     

Mattias Nylund  Kristina Ledman  Per-Åke Rosvall  Maria Rönnlund 《British Journal of Sociology of Education》2020,41(1):1-17

ABSTRACT

Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes.  相似文献   

An international literature review of 1:1 computing in schools     

M. Sirajul Islam  Åke Grönlund 《Journal of Educational Change》2016,17(2):191-222

This paper is based on a systematic literature review relevant to classroom integration of computer technologies in schools. The purpose of this review is to gain an accumulated view of uses, impacts and implementations of 1:1 computing initiatives for school children. Unlike previous reviews this study is not limited to certain countries or certain technologies. It includes any devices used in 1:1 computing (not just the PC), and schools worldwide. The paper investigates the themes being researched regarding 1:1 use in schools as well as exhibits some which are not yet being researched but should be important to investigate. The study finds mixed results including positive, negative and no-effects. The findings of this review are expected to be useful both for academics as well as policy makers for gaining insights for further research and successful educational policy reforms.  相似文献   

Avoid,Control, Succumb,or Balance: Engineering Students’ Approaches to a Wicked Sustainability Problem     

Johanna Lönngren  Åke Ingerman  Magdalena Svanström 《Research in Science Education》2017,47(4):805-831

Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to students’ abilities to address WSPs. Specifically, we aim to (I) describe key constituents of engineering students’ approaches to a WSP, (II) evaluate these approaches in relation to the normative context of education for sustainable development (ESD), and (III) identify relevant aspects of learning related to WSPs. Aim I is addressed through a phenomenographic study, while aims II and III are addressed by relating the results to research literature about human problem solving, sustainable development, and ESD. We describe four qualitatively different ways of approaching a specific WSP, as the outcome of the phenomenographic study: A. Simplify and avoid, B. Divide and control, C. Isolate and succumb, and D. Integrate and balance. We identify approach D as the most appropriate approach in the context of ESD, while A and C are not. On this basis, we identify three learning objectives related to students’ abilities to address WSPs: learn to use a fully integrative approach, distinguish WSPs from tame and well-structured problems, and understand and consider the normative context of SD. Finally, we provide recommendations for how these learning objectives can be used to guide the design of science and engineering educational activities.  相似文献   

Skills utilisation at work,the quality of the study programme and fields of study     

Liv Anne Støren  Clara Åse Arnesen 《Quality in Higher Education》2016,22(2):127-138

This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited.  相似文献   

Dyslexic,delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders     

Jakob Åsberg  Annika Dahlgren Sandberg 《Journal of Research in Reading》2012,35(1):20-31

Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities.  相似文献