基于法治的自治——后脱钩时代全国单项体育协会改革的思考     

刘苏  汤卫东  许兰 《武汉体育学院学报》2019,53(8):50

后脱钩时代，全国单项体育协会坚持依法自治不仅是"依法治体"的基本要求，而且也是脱钩改革有效落实的基本保证。针对全国单项体育协会存在的自治权性质界定不统一、非营利性属性规定不明确、体育行政权力异化、内部法人治理机制不健全的法治困境，从实体和程序上两方面来保障实现全国单项体育协会自治的法治化，以便真正实现单项协会的实体化，具体提出了单项协会自治主体性质的明确、相关法律规定的完善、非营利性标准的明晰界定等措施。  相似文献   

唐诗知识图谱的构建及其智能知识服务设计   总被引：2，自引：0，他引：2  

周莉娜  洪亮  高子阳 《图书情报工作》2019,63(2):24-33

[目的/意义]立足于当前大数据环境下的唐诗知识服务需求，以大规模唐诗数据为基础构建唐诗知识图谱并提供智能知识服务，推动人工智能环境下唐诗知识管理和知识服务方式的创新。[方法/过程]本文在对领域知识服务需求调研的基础上，设计领域知识服务驱动的唐诗本体模型，然后利用从Web上爬取的多源异构数据，采用知识抽取、知识融合、知识推理等技术自动构建唐诗知识图谱，统一表示和组织唐诗领域数据，实现对大规模唐诗数据的语义化处理。[结果/结论]本文设计基于唐诗知识图谱的智能知识服务平台KnowPoetry，提供唐诗领域的知识探索、时空轨迹、语义查询等智能化知识服务，推动人工智能环境下唐诗数字人文研究方法的创新转型。  相似文献   

Contemporary school knowledge democracy: possible meanings,promising perspectives and necessary prerequisites     

Eleni Katsarou  Konstantinos Sipitanos 《Educational Action Research》2019,27(1):108-124

ABSTRACT

The basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school.  相似文献   

Promoting schoolchildren’s self-esteem in physical education: testing the effectiveness of a five-month teacher training     

Benjamin Rubeli  Esther Oswald  Achim Conzelmann  Jürg Schmid  Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360

ABSTRACT

Background: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.

Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.

Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, M_age?=?13.2 y, SD_age?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).

Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.

Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem.  相似文献   

中美竞技体育国际竞争力比较研究     

朱玉霞 《河北体育学院学报》2020,34(1):37-42

运用双框架模型对中美竞技体育国际竞争力进行比较研究。认为:①从显现性框架分析,美国竞技体育国际竞争力一直稳定处于高位,而中国则呈现以2008年为峰顶的倒“U”型发展特征,且与美国还存在一定差距;②从解释性框架分析,美国竞技体育国际竞争力已趋于顶峰,而中国稳步提升;③中国竞技体育发展潜力巨大,但短时间内难以赶超美国;④“举国体制”有利于中国竞技体育显现性竞争力的提升,但与美国社会办竞技体育的发展模式相比,市场、社会在竞技体育发展中的作用发挥不足,不利于高经济性项目、高欣赏性项目的发展;⑤坚持“举国体制”、承办2022年冬奥会有利于中国竞技体育显现性竞争力的提升和冬季项目的发展,但同样存在竞技体育项目布局转型的困难和群众体育基础薄弱的困境。  相似文献   

Assessing Determinants of Perceived Ease of Use of Institutional Repositories by Lecturers in Nigerian Universities     

Alice A. Bamigbola  Airen E. Adetimirin 《International Information and Library Review》2020,52(2):95-107

Abstract

Institutional repositories (IRs) present platform to disseminate research findings to complement the traditional scholarly communication model. The use of IRs is beneficial to authors, host institutions, libraries and society at large. Despite the numerous benefits of IRs, there is low deposit of scholarly works by lecturers and the investment on IRs seems to be a waste. This study examined determinants of perceived ease of use (PEOU) of IRs by lecturers in Nigerian universities. A survey of lecturers received 857 respondents. Awareness, anchor and adjustment factors were found to be determinants of PEOU of Institutional repositories by lecturers in Nigerian Universities.  相似文献   

Problems and Perspectives of a Theory of Transformational Processes of Bildung     

Hans-Christoph Koller 《Educational theory》2020,70(5):633-651

In this essay, Hans-Christoph Koller presents a concept of transformational processes of Bildung in an attempt to redefine the German notion of Bildung referring to actual social conditions of educational processes. According to this conception, Bildung is a transformation of world- and self-relations that can come about when subjects are confronted with problems for which they have no established routines of engagement. With reference to theories of Pierre Bourdieu, Bernhard Waldenfels, and Ulrich Oevermann, Koller looks for answers to three questions: (1) Which concepts and theories are able to adequately grasp the world- and self-relations of subjects going through processes of Bildung? (2) How can the problems that trigger processes of Bildung and that challenge subjects to transform be determined more precisely? (3) How exactly does the emergence of new figures of world- and self-relations take place when we “successfully” complete a process of Bildung? Finally, the essay concludes with an attempt to clarify the normative implications of this theory.  相似文献   

“一带一路”战略下广西-东盟武术文化场域建设的思考     

唐露铭 《中华武术(研究)》2020,(2):97-98,103

为进一步促进武术通过广西向东南亚的发展,本文基于布迪厄“场域理论”,提出建设中国武术文化场域,提升中国武术的符号价值。在充分认识和理解东盟各国的文化、历史、宗教信仰以及本土武术文化基础之上,通过加强武术词汇翻译,提升武术传播者的东盟语言能力;充分利用“儒家文化圈”文化共通之处,发挥中国武术文化内涵之用;激发武术文化场域各要素间的有机配合,推进官方及民间武术传播的“走出去”。  相似文献   

习惯行为、执行意向与青少年身体活动意向与行为:基于计划行为理论的扩展模型     

王丽娟  郑丹蘅 《上海体育学院学报》2020,(2):22-32

在计划行为理论(TPB)的基础上,引入身体活动习惯行为与执行意向,构建扩展TPB(METPB)模型,检验该模型对9~19岁青少年群体的中高强度身体活动(MVPA)的适用性,探讨该模型对小学、初中及高中阶段青少年MVPA影响的差异。结果显示:假设模型的拟合度可以接受,纳入习惯行为与执行意向后,METPB显著地提高了其对身体活动行为的解释力。态度和感知行为控制对MVPA行为意向有显著性影响,解释了31.4%的行为意向方差;行为意向和习惯行为对MVPA行为有显著性影响,解释了18.7%的行为方差;执行意向加强了行为意向朝实际行为的转换。METPB模型对于不同学习阶段青少年MVPA意向及行为的影响有显著性差异。其中:主观规范对小学生与初中生MVPA意向产生了显著性影响,而对高中生的MVPA意向并无显著性影响;感知行为控制对3个阶段学生的MVPA意向产生的影响随着学习阶段的上升不断增强。建议:在对于青少年身体活动的干预中,政府、家庭、学校应重视培养学生对于身体活动参与的正确态度,提高其参与身体活动的意愿,培养其参与身体活动的行为习惯,且在对青少年身体活动干预时考虑学习阶段的差异。  相似文献   

Knowledge and Forms in Plato's Educational Philosophy     

Mason Marshall 《Educational theory》2020,70(2):215-229

In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational.  相似文献