中泰特种兵军事攀登训练现状比较与分析     

解文杰 《军事体育进修学院学报》2008,27(2):86-88

主要运用文献资料法、访问调查法和逻辑分析法等研究方法,对中、泰特种兵军事攀登训练现状进行了对比分析,并积极探讨了我军特种兵军事攀登训练目前存在的主要问题及发展对策,以期为我军特种兵军事攀登科学化训练提供理论参考.  相似文献   

大学生弱势群体体育教育研究   总被引：3，自引：0，他引：3  

李吉远 《吉林体育学院学报》2008,24(1):17-18

随着高等教育“以人为本”的发展趋势,大学教育要重新审视教育过程中对弱势群体的人文关怀,现阶段我国大学体育中对弱势群体生命关怀缺失应引起广泛关注。对每一个学生的生命关怀,是大学体育教育的永恒主题,体育教育的本质在于对人的生命的呵护与培养。  相似文献   

谈对农业专项资金效益问题的几点认识   总被引：2，自引：0，他引：2  

杨一帆  刘星 《软科学》2006,20(6):125-128

以农业专项资金、特别是粮食直补资金等为研究对象,从农业审计的角度入手,分析了当前存在于理论和实践部门的三个误区:第一,农业专项资金虽有其特殊性质,但仍旧应该对其进行积极的效益审计;其次,农业资金的效益审计不但要关注和监控资金流的运动过程,还应该注意考察资金最终用度的效益,力求避免“隐形浪费”的情况发生;最后,针对农业专项资金、特别是粮食和综合直补资金,分析了已被普遍接受的“资金投向的目标瞄准机制”。针对上述问题,提出了相应的建议。  相似文献   

网络环境下的社科专业图书馆信息服务初探     

李晓红 《河南图书馆学刊》2005,25(6):24-26

本文从营造舒适、便捷的服务环境,构建有专业特色的信息资源体系和开展深层的专业化信息服务等方面讨论了网络环境下的社科专业图书馆的信息服务,尤其着重讨论了网络环境下的社科专业图书馆应该采取的多种信息服务方式。  相似文献   

Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years     

Karen Guldberg 《British Journal of Special Education》2010,37(4):168-174

This article draws together findings from expert evidence and empirical studies to identify the preconditions for developing inclusive learning environments for young children on the autism spectrum. It concludes that in order to develop ‘best practice’, practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning. Practitioners need to have knowledge of the autism spectrum and how it impacts on the child. Careful assessment of the individual child is also crucial. Finally, it is important to ensure that these young children receive direct teaching in communication and language, social understanding and skills, as well as learning with and through peers.  相似文献   

Impact of legislation on post‐school transition practice for young people with additional support needs in Scotland          下载免费PDF全文

Thomas D. Richardson  Divya Jindal‐Snape  Elizabeth F. S. Hannah 《British Journal of Special Education》2017,44(3):239-256

A longitudinal study was conducted to understand post‐school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post‐school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.  相似文献   

Differentiated Curriculum Design: Responding to the Individual and Group Needs of Students with Learning Difficulties with Self‐regulated Learning Strategies     

Winnie Sin Wai Pui 《Support for Learning》2016,31(4):329-346

The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.  相似文献   

Early childhood inclusion in the land of the long white cloud: a way forward for New Zealand     

Kaili C. Zhang  Qin Li 《Support for Learning》2021,36(4):594-607

To examine the current status of early childhood inclusive education in New Zealand, this article highlights the country's overall structure of inclusive education and other services for individuals with special needs. The unique features of early childhood special education services are also highlighted. Challenges to enhance the quality of education and services for young children with special needs, as well as future possibilities in New Zealand, are also discussed.  相似文献   

Pre-service special education teachers’ professionalism and preparation in terms of child sexual abuse     

Eman Al-Zboon  Jamal Ahmad 《欧洲特需教育杂志》2016,31(1):13-26

This study aimed at examining Jordanian pre-service special education teachers’ professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding behaviour toward speaking about CSA as it is an unspoken taboo. Participants also hold low levels of professionalism on the topic of CSA. The results also demonstrate that they felt that their preparation programme is inadequate and desired more content and pedagogy courses that relate to CSA. Implications and recommendations are presented in light of the study findings.  相似文献   

Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis     

《Educational Research Review》2017

This article presents a meta-analysis that attempts to establish how the presence of students with special educational needs in the classroom impacts students without special educational needs. We meta-analyzed 47 studies that met the inclusion criteria, covering a total sample of almost 4 800 000 students. The overall effect was positive and statistically significant but weak, d = 0.12 (95% CI: 0.02, 0.23). A number of moderators, including the country of study, the manner of implementation (intervention studies versus regular school practice), the educational team composition, the level and type of disorders in students with special educational needs, and finally educational stage were examined. We discuss the findings in terms of assumptions and controversies surrounding the very concept of inclusive education.  相似文献