幼儿智力武术游戏创编理论研究   总被引：1，自引：0，他引：1  

朱安洲  张云崖 《搏击·武术科学》2014,(9):72-73

以幼儿生理和心理特征及武术运动的基本规律为依据,研究幼儿武术游戏相关理论。遵循游戏创编原理,探究幼儿武术游戏创编的基本结构、创编要素、创编步骤。文章本着坚持游戏创编的科学性、易行性、趣味性、安全性、创新性的原则,从而探索促进幼儿身心健康发展的有效方法和途径,丰富幼儿园教育活动的内容,改善幼儿园教学课程,开发幼儿对武术的启蒙认识和培养幼儿对武术的兴趣。  相似文献   

对平遥镖局历史发展的研究——以“同兴公”镖局为例     

刘海平  徐海环 《体育科技文献通报》2014,(5):118-120

探究平遥镖局发展的历史,一定程度上对中华武术的延承和发展具有重要的理论价值。通过文献资料法、逻辑分析法,研究镖局的产生、发展、衰亡与晋商的需求,"热兵器"的使用以及现代化的交通、通信的关系。发现"同兴公"镖局的产生、发展、衰亡与古代中国社会经济,文化和政治等方面有密切的关系。  相似文献   

关于"体育经纪人"的几点思考   总被引：1，自引：0，他引：1  

鄢润国  徐曼 《武汉体育学院学报》2004,38(2):10-12

从体育理论界存在的问题出发，对体育经纪人及其与合同法、网络营销的关系进行了研究，在此基础上提出了相关建议。  相似文献   

‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities     

Ann Lewis 《British Journal of Special Education》2004,31(1):3-9

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.  相似文献   

关于我国体育旅游保险问题的思考   总被引：1，自引：0，他引：1  

张明科 《体育与科学》2006,27(6):46-48,30

体育旅游保险是我国保险业的重要组成部分。体育旅游保险按被保险人可以划分旅行社责任险和体育旅游意外险。前者是指旅行社根据保险合同的约定,向保险公司支付保险费,保险公司在旅行社从事体育旅游业务经营活动中,致使游客人身、财产遭受损害,应由旅行社承担责任时,赔偿保险金责任的行为;而后者是指旅行者根据保险合同的约定,向保险公司支付保险费,保险公司对体育旅游游客在外出旅游的过程中,遭受到非本意的、外来的和突然的伤害时,赔偿保险的行为。本文将结合以上两个方面,就如何发展我国体育旅游保险业的问题及对策进行探讨。  相似文献   

对档案馆“服务壁垒”的若干思考   总被引：1，自引：1，他引：0  

管先海 《档案管理》2009,(3):25-26

文章就“如何认识档案馆服务工作中的‘服务壁垒’的内涵与具体表现”、“如何认识档案馆服务工作中的‘服务壁垒’的成因与危害”以及“如何克服档案馆服务工作中的‘服务壁垒’”问题谈了作者的思考与认识。  相似文献   

‘Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education     

Jennifer Clark  Adele Nye 《Educational Philosophy and Theory》2017,49(6):656-668

Abstract

In the current culture of regulation in higher education and, in turn, the history discipline, it is timely to problematize discipline standards in relation to student agency and creativity. This article argues that through the inclusion of a critical orientation and engaged pedagogy, historians have the opportunity to bring a more agentic dimension to the disciplinary conversation. Discipline standards privilege that arrogant historical moment in the higher education sector when certain skills development and knowledge creation becomes a hegemonic discourse. As a result, there is less emphasis on creativity, agency, and individual opportunities for the demonstration of the historical imagination at work. We need to ensure that the insights gained from teaching and learning practice and research are not lost in the rush to meet discipline standards through compliance.  相似文献   

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce     

Marek Tesar  Branislav Pupala  Ondrej Kascak  Sonja Arndt 《Early Years: An International Journal of Research and Development》2017,37(2):189-201

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.  相似文献   

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?     

Joseph S. Agbenyega  Deborah E. Tamakloe  Sunanta Klibthong 《International Journal of Early Years Education》2017,25(2):112-126

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.  相似文献   

Home learning environment and development of child competencies from kindergarten until the end of elementary school     

《Contemporary educational psychology》2017

Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.  相似文献