论力量在中跑中的作用     

惠艳  韩永博 《通化师范学院学报》1997,(8)

本文论述了力量在中跑中的作用,对如何提高中跑成绩提出了自己的意见。  相似文献   

论艺术作品中具象与抽象意味的转换     

冉献东 《商丘师范学院学报》2006,22(1):175-176

具象与抽象是绘画的两种表现形式,具象中有抽象的存在,依托抽象提升再现具象的艺术性;抽象中有具象的基础,在再现具象的能力基础上升华出抽象意味。具象特征最强烈的写实绘画作品由于表现出非同凡响的对客观对象的意象感受,从自然中寻求最吸引人的形式元素,绘画本身有引导观者观看的信号;这时,写实具象作品就有了抽象的意味。最具抽象特征的表现性作品,往往由于摆脱内容的束缚,以形式的面貌走向自由王国,走向意念的深处,带给有共同经验的观者以心理上的真实和具象。所以抽象作品又有具象的意味。  相似文献   

论网络社会的结构转型   总被引：2，自引：0，他引：2  

黄少华 《淮阴师范学院学报(哲学社会科学版)》2005,27(6):764-768

互联网的日益普及,不仅广泛影响着人们的日常社会生活,而且导致了社会结构的转型.网络族群的崛起、社会互动模式的改变及社会组织模式的重塑,从微观层面体现了网络社会的结构转型.  相似文献   

美国教育法规基本精神评介     

许庆豫  朱永新 《教育研究》2006,(7)

在美国学校教育领域的各个环节,不仅可以看到相关的教育法规文本和案例,而且可以看到大量具体的司法介入。可以说,教育政策的制定、教育活动的开展,甚至在具体的课堂教学和课外活动之中,都可以清楚地感受教育法规的作用。而贯穿于美国教育法律的基本原理和根本精神就是持续不断地追求教育平等,这集中体现在教育机会平等、受教育权利平等、教育资源平等和教育过程中的程序平等。  相似文献   

会考:法国社会关系结构再生产的关键机制——解读布迪厄的《国家精英—名牌大学与群体精神》     

刘清华  李占伦 《考试研究》2006,(4)

20世纪60年代—80年代法国的各种会考资料,证明了其学业评判体系与学生的社会关系结构具有高度的一致性,会考是法国社会各种优势资本争夺的中心与关键,是法国社会关系结构再生产的关键机制。  相似文献   

西方"新马克思主义"教育述评     

王健 《湖南城市学院学报》2007,28(1):6-9

“新马克思主义”教育试图运用马克思的某些概念和理论,从教育哲学、教育社会学、教育经济学和教育文化学等不同角度展开对资本主义学校教育的批判研究,这不仅为丰富和发展马克思主义教育学说提供了新的材料,而且为我们多视角地研究当代教育问题提供了新思路。  相似文献   

‘It’s a hard line to walk’: black non-binary trans* collegians’ perspectives on passing,realness, and trans*-normativity     

Z Nicolazzo 《International journal of qualitative studies in education》2016,29(9):1173-1188

Being labeled as ‘abnormal, or deviant, or not being one of the rest of us’ has real effects for one’s life chances. Trans* people are one such group who have continually been codified as abnormal, abject, weird, deceptive, and social pariahs. The purpose of the following study was to explore how the concepts of passing, realness, and trans*-normativity influence the experiences of two black non-binary trans* collegians. Using queer and intersectional theoretical approaches to analysis, findings from this study highlight the various ways black non-binary trans* collegians view these concepts as both limiting and emancipatory.  相似文献   

试析种族与文化边界的离合     

杨胜荣 《云南师范大学学报(哲学社会科学版)》2003,35(6):32-36

人类的生物多样性和文化多样性 ,与人类作为一个统一的智人种具有相似的遗传结构、生理性状和心智倾向之间 ,到底是一种什么关系 ?从现有的知识状况来看 ,人类群体的遗传变异和文化差异形成过程中二者的交互影响尚难以确定 ,但种族的地理分布和文化区域之间因生态适应而呈现出一定程度上的交叉重叠。因此 ,种族边界与文化边界之间的关联 ,既是地理隔离 ,也是人为强化的结果  相似文献   

Introduction to “Racial Inequality and Education: Patterns and Prospects for the Future”     

Pedro A. Noguera 《The Educational forum》2017,81(2):129-135

Abstract

American society is in the midst of profound economic and demographic changes. At the same time that the racial and ethnic composition of American society is changing, disparities in income and wealth have grown wider and more pronounced than ever before. This article explores the ways in which race is implicated in the widening gaps in wealth and opportunity, and how these inequities impact educational achievement.  相似文献   

Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study     

Gladman Thondhlana 《Assessment & Evaluation in Higher Education》2017,42(7):1118-1131

Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.  相似文献