Physical activity in the lives of Hong Kong Chinese children     

Amy S. Ha  Doune Macdonald  Bonnie O. H. Pang 《Sport, Education and Society》2013,18(3):331-346

To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9–12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home.  相似文献   

论高校图书馆人力资源开发     

潘舜琼 《湖南科技学院学报》2007,28(4):158-159

针对高校图书馆人才流失严重的问题及带来的不良影响进行了反思,并就高校图书馆如何开发人力资源进行了一系列的探讨,提出开发人力资源的六种方法。  相似文献   

高职教育与职业资格证书制度衔接的思考     

闾志俊  庞德美 《牡丹江教育学院学报》2006,(3):128-129

本文从高等职业教育的培养目标出发,分析了实施职业资格证书制度的重要性,探讨了我国高职教育职业资格证书面临的问题,提出了与职业资格证书制度衔接的有效途径。  相似文献   

从规则的变迁预测艺术体操运动的发展趋势   总被引：2，自引：0，他引：2  

胡效芳  庞亚俊 《陕西师范大学继续教育学报》2004,21(1):123-124

艺术体操的规则对艺术体操的发展起着积极导向和主动制约的作用。本文循着2003年新规与以往旧规则的不同之处，预测艺术体操的发展趋势，从而引导艺术体操技术动作向着高难度、高质量的方向发展。  相似文献   

试谈研究性学习课程中合作的类型及其意义     

庞广艺 《贺州学院学报》2002,18(3):63-65

文章通过对研究性学习课程中出现的合作的类型及其意义作出了分析介绍 ,为中学教师及教研工作者研究和开展研究性学习课程提供一些理论依据 ,为中学生进行研究性学习课程提供一些思想指导  相似文献   

领导与教师融洽的心理关系和学校管理     

庞茂林 《成都教育学院学报》2002,16(2):10-10,18

领导与教师的关系首先是一种心理关系，然后才是工作关系。只有融洽领导与教师的关系，才能增强学校的向心力和凝聚力，减少党校我的内耗，提高教师的主动性和积极性，充分发挥组织效能。  相似文献   

高中生理想信念教育状况的调查与建议     

庞君芳  朱永祥 《课程.教材.教法》2020,40(5):87-92

了解青少年学生理想信念发展的现状,是做好中小学理想信念教育工作的前提,对提升思想政治教育的针对性和实效性具有重要意义。通过问卷调查,发现高中学生理想信念状况主体良好,但也存在不少值得关注的问题。在此基础上,就提高认识和着力关注,全程学习和全员教育,家庭参与和社会营造,知行合一和活动育人,技术表达和网络育人,加强劳动和以劳促德,改进评价和明确标准七个方面,对新时代进一步改进高中学生理想信念教育提出了解决思路和对策。  相似文献   

Yoga asanas as an effective form of experiential learning when teaching musculoskeletal anatomy of the lower limb     

Bentley DC  Pang SC 《Anatomical sciences education》2012,5(5):281-286

Physical movement as a conduit for experiential learning within the academic context of anatomy is a strategy currently used in university dance education. This same approach can be applied to other movement‐based practices, for example, yoga. The primary purpose of this study was to pilot a novel teaching curriculum to yoga practitioners, based on Bruner's Theory of Instruction, which incorporated the four adaptive modes of Kolb's Theory of Experiential Learning. The secondary purpose was to assess the applicability of anatomical knowledge within the participants' yoga practice. Following the development of a curriculum appropriate for a spectrum of academic backgrounds, participants were recruited to attend a 2‐hour learning session within the Department of Anatomy at Queen's University in Kingston, Ontario, Canada. The learning session guided participants through the bones and muscles of the lower limb pertaining to five specific yoga poses. Based on participant feedback, the sessions were positively received and consistent. In addition, learning session participants were able to apply the anatomical information they were taught to their yoga practice 1‐month later. Bruner and Kolb's independent theories on curriculum design and effective learning practice were successfully incorporated to create a 2‐hour learning session. The potential use of experiential learning to compliment and/or enhance traditional didactic teaching in the academic context of anatomy should be further explored. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared   总被引：1，自引：0，他引：1  

Ming Fai Pang  Lo Mun Ling 《Instructional Science》2012,40(3):589-606

The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory—the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting.  相似文献   

Effective formative e-assessment of student learning: a study on a statistics course     

Paula Hodgson  Marco Y.C. Pang 《Assessment & Evaluation in Higher Education》2012,37(2):215-225

The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly online formative assessment activity for 10 weeks. In this case, it was observed that there was a high participation rate across weeks. An end-of-course online survey was conducted to explore the learning experiences during formative assessment of the cohort, and students reported high satisfaction with the process, particularly how this contributed to a change in their learning approach. Students not only showed regular commitment of time on tasks but also took active steps to find answers for themselves and with their peers.  相似文献