体育产业高质量发展系统动力机制模型建构与现实考察     

薛昭铭  刘东升  马德浩 《沈阳体育学院学报》2020,(2):116-124

通过文献资料法和案例分析法,以系统论为视角对体育产业高质量发展进行动力机制模型建构,并以江苏体育产业发展经验作为现实考察。研究认为:体育产业高质量发展作为政策性议题,其实践取向应围绕产业的商业性效益逻辑和体育的人文性功能价值进行有机融合,进而推动体育产业在社会主要矛盾、资源配置方式、产业结构模式、经济增长状态4个维度中积极寻求转向。推进体育产业转向高质量发展是一个系统问题,系统运转的关键在于形成运动项目内涵丰富的内生机制、社会进步和经济发展环境的外发机制以及业态载体和空间载体充沛的内外联动机制。当前运动项目产业化内在张力不足、外部环境要素缺位、空间载体培育良莠不齐是现实挑战。提出注重深度内涵式发展、强化务实载体建设、营造适宜外部环境3个由意识理念引领到具体工作抓手的发展思路。  相似文献   

Preservice secondary subject teachers incorporating movement integration into classroom practice     

《Teaching and Teacher Education》2020

The present study explores Finnish preservice subject teachers’ perspectives and experiences with movement integration in academic classrooms. In the study, 44 subject teachers applied an integrated approach to infuse physical activity into a required teacher-preparatory course. The program’s framework is the constructivist learning approach. Data were collected through interviews, classroom observations and field notes. The findings show that movement integration was a new concept for the preservice teachers and that their experience positively influenced their beliefs regarding the use of that concept in academic lessons. Thus, it is possible to support implementation of movement integration into secondary academic classrooms.  相似文献   

创新创业教育引领高等教育高质量发展的动力机制及趋势研究     

许丹丹  申锋  柳铭  宋佳 《教育教学论坛》2020,(19):5-6

新背景下,展开创新创业教育,推动大众创业及万众创新,借助创新创业促进经济发展、技术升级,最终实现人民收入的提升,对人民美好生活愿望予以满足。基于此,深入研究创新创业教育引领高等教育高质量发展的动力机制,以期助推高等教育的高质量发展。  相似文献   

Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans     

《Learning and Instruction》2020

In an expertise study with 94 mathematics teachers varying in their relative teacher expertise (i.e., student teachers, trainee teachers, in-service teachers), we examined effects of teachers' professional knowledge and motivational beliefs on their ability to integrate technology within a lesson plan scenario. Therefore, we assessed teachers' professional knowledge (i.e., content knowledge, pedagogical content knowledge, technological knowledge), and their motivational beliefs (i.e., self-efficacy, utility-value). Furthermore, teachers were asked to develop a lesson plan for introducing the Pythagorean theorem to secondary students. Lesson plans by advanced teachers (i.e., trainee teachers, in-service teachers) comprised higher levels of instructional quality and technology exploitation than the ones of novice teachers (i.e., pre-service teachers). The effect of expertise was mediated by teachers' perceived utility-value of educational technology, but not by their professional knowledge. These findings suggest that teachers’ motivational beliefs play a crucial role for effectively applying technology in mathematics instruction.  相似文献   

Instructional design for single information literacy sessions     

Elizabeth L. Black 《Public Services Quarterly》2020,16(3):161-171

Abstract

The purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates.  相似文献   

Exploring the work and learning stories of para‐teachers in a college for further education in England     

Benita McLachlan 《Support for Learning》2014,29(3):230-243

This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in.  相似文献   

Unconscious and unnoticed professional practice within an outstanding school for children and young people with complex learning difficulties and disabilities     

Richard Crombie  Lesley Sullivan  Kate Walker  Rebecca Warnock 《Support for Learning》2014,29(1):7-23

This article describes a three‐year project undertaken at Pear Tree School for children and young people with severe and multiple and profound learning difficulties. Lesley Sullivan, the school's head teacher, believed that much of the value within the work of this outstanding school went unidentified by existing approaches to planning, monitoring and evaluation. Richard Crombie, educational psychologist, was engaged to work on the project. Also involved were Kate Walker and Rebecca Warnock, deputy head teachers, as well as the whole staff, children and some parents. The project takes as its starting point that essential, but very often unnoticed and unconscious, professional practice is rooted in implicit processes learnt experientially. We set ourselves the task of finding meaningful frameworks for identifying and developing that practice. This meant close observation within and outside school coupled with feeding back to staff, and their subsequent engagement with and use of explanatory frameworks.  相似文献   

Exploring data use practices around Europe: Identifying enablers and barriers     

《Studies in Educational Evaluation》2014

In this article we explore what data-based decision making use looks like in schools in five different countries (United Kingdom, Germany, Poland, Lithuania and the Netherlands). We explore for what purposes data are used in these countries and what the enablers and barriers to data use are. The case study results show that schools in all five countries use data for school development, accountability, and instructional improvement. Also, the schools in the five countries struggle with the same type of problems: e.g. lack of access to high quality data, lack of professional development in using data, and a lack of collaboration around the use of data. Finally, we discuss how some enablers can turn into barriers for effective data use.  相似文献   

深根固本,实现民族伟大复兴--试论中国传统村落保护与发展     

曹昌智  胡燕 《中国名城》2021,(5):1-7

中国传统村落根植于中华民族农耕文明,其价值蕴藏丰富的文化内涵。中国传统村落是世界上规模最大的农耕文明聚落遗产群,是记载古代社会变迁、文化融合的恢弘史诗,是当今世界极其丰富的自然人文旅游资源。中国传统村落发展存在的诸多问题,提出保护中国传统村落需秉持创新发展的理念,以留住乡愁。  相似文献   

运城市圣天湖运动休闲特色小镇项目开发研究     

王子苏 《体育科技文献通报》2020,(4):133-135

文章采用文献资料法、实地考察法、专家访谈法对运城市圣天湖运动休闲特色小镇的项目开发问题进行了研究。通过对运城圣天湖运动休闲特色小镇的内外环境分析,结合运城市圣天湖的地理位置、交通环境、文化特色、政治经济基础、特色体育活动以及独特的地域特色活动等条件,认为可以从精品特色运动休闲项目和大众化运动休闲项目两方面进行项目开发,既体现精品赛事又考虑大众休闲,通过项目开发打造运城市圣天湖运动休闲特色小镇的特色内涵,从而吸引各类游客,为小镇建设提供理论和实践指导。  相似文献