论马克思主义生命观融入高校体育课程思政的价值意蕴及实践路径     

朱丽霞  吴棒 《武汉体育学院学报》2022,56(11):54-60

马克思主义生命观从现实的人的自然属性和社会属性出发,将人的本质的意义定义为实践,主张在具体的历史实践中实现人的生命价值。研究从三个方面分析了马克思主义生命观融入到高校体育课程思政中的重大意义,时代层面上能够引领学生确立正确价值坐标,推动中华民族伟大复兴;理论层面上能够丰富马克思主义生命观内涵,深化学生的理论认知;实践层面上能够抬高体育课程的教育站位,促进体育课程思政全面发展。高校要从实践层面上推动马克思主义生命观融入体育课程思政,必须在教学理念中融入生命至上的价值导向、在教学改革中不断推进学生的自我完善、在教学内容中深化学生对生命本质的认知、在教学过程中培育学生乐观奋斗的人生态度,从而推动高校体育课程思政的发展,丰富课程思政体系,最终实现立德树人目标。  相似文献   

The Use of ICT in Education: a survey of schools in Europe     

Patricia Wastiau  Roger Blamire  Caroline Kearney  Valerie Quittre  Eva Van de Gaer  Christian Monseur 《European Journal of Education》2013,48(1):11-27

The Survey of Schools: ICT in education commissioned in 2011 by the European Commission took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents the main findings of the Survey based on over 190,000 questionnaire answers from students, teachers and head teachers in primary, lower and upper secondary schools randomly sampled. The article details the analytical framework design and the survey methodology implemented. It then presents the main ‘state of the art’ indicators that have been built, concerning ICT infrastructure and access to it, frequency of students' ICT based activities during lessons, level of teachers' and students' confidence in their digital competences, their opinion about using ICT for teaching and learning, and the school strategies to support ICT integration in teaching and learning. The article also presents the main findings of the exploratory part of the analysis, introducing the concepts of digitally supportive school, digitally confident and supportive teacher and digitally confident and supportive student, estimating their respective proportion at EU level on average and by country and investigating whether high percentage of digitally supportive schools include high percentages of digitally confident and positive teachers and students. A few recommendations for policy making at European, national, regional/local and institutional levels conclude the article.  相似文献   

Evaluation of a core team centred professional development programme for building a whole-school cooperative problem solving approach to conflict     

Andrew Jonathan White  Elizabeth Freeman  Margot Trinder 《教育心理学》2013,33(2):192-214

This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported.  相似文献   

Looking at Literacy in the 21st Century     

Jack Cassidy  Evan Ortlieb 《Clearing house (Menasha, Wis.)》2013,86(4):141-145

Literacy instruction has shifted in recent years alongside acts of legislation. Areas of literacy education like adolescent literacy and RTI are now receiving increased attention, whereas phonemic awareness, phonics, and fluency receive considerably less attention than 10 years ago. Comparative discussions describe “very hot” and “cold” topics as they relate to philosophy/approach, level, content, materials, and assessment in 2001 versus 2010. Educators can utilize this content information to inform their instruction and direct attention to needed areas within their own schools.  相似文献   

Light‐ness of Being in the Primary Classroom: Inviting conversations of depth across educational communities     

《Educational Philosophy and Theory》2013,45(3):373-389

When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years’ experience. Their own work in classrooms has shown them that, paradoxically, depth in pedagogy is most surely to be found when teachers follow the light in the eyes of children. The authors draw upon a selection of vignettes and narratives taken from classroom experiences to describe how this is done. They also show how children and teachers can approach the complex learning that requires transcendence of the known. Notions of relational consciousness (), as well as ethical and spiritual sensibility () are developed through reference to a range of educators including Bronson Alcott, Ralph Waldo Emerson, John Dewey, Stanley Cavell, Maxine Greene, Nell Noddings, Vivan Paley and Arthur Vogel.

The broader educational community is reminded that school experiences should balance the measurable and the immeasurable. The authors question some aspects of the (PL 107–110), sharing their concern that it may focus teachers’ attention too tightly on ‘that which is formed from without’ (, p. 17). The authors suggest that the weight of this legislation may result in the neglect of some very important aspects of learning. The broader educational community is invited to consider the implications of a pedagogy of depth, to become more aware of the skill of transcending known limitations through coming to shared understanding, and to find ways to reconcile the potential violence of legislated structures with the being‐in‐the‐world of children in schools.  相似文献   

Creating the effective school : The role of evaluation     

Anita Prunty 《Irish Educational Studies》2013,32(1):23-44

The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’.  相似文献   

影响企业核心竞争力的人力资源管理因素分析   总被引：1，自引：0，他引：1  

柳莎  夏桃葵 《科技创业月刊》2008,21(1):96-98

从企业核心竞争力角度出发,诠释其与企业人力资源管理的关系,并在分析我国人力资源现状的基础上,提出加强人力资源管理的对策。  相似文献   

体育教育专业健美操专修课教学评价指标体系的构建   总被引：1，自引：1，他引：0  

匡小红  王硕  许波  钟永辉  解延华 《吉林体育学院学报》2008,24(1):105-106

以教育学、教育评价学、教育评价的方法和技术等相关理论为基础,运用调查法和数理统计等方法,对西安体育学院体育教育专业健美操专修课教学评价现状进行分析;并以此为根据构建了体育教育专业健美操专修课教学评价指标体系。  相似文献   

学术期刊核心竞争力概念解析   总被引：1，自引：0，他引：1  

张音  周金龙 《图书情报工作》2008,52(1):52-52

将核心竞争力概念引入学术期刊领域,阐述学术期刊核心竞争力的内涵、外延特征,并在此基础上对学术期刊核心竞争力概念予以界定。  相似文献   

中文体育类核心期刊的栏目设置及其思考   总被引：2，自引：0，他引：2  

孔垂辉 《北京体育大学学报》2008,31(1):29-31

为了在总体上把握体育学术期刊的栏目设置情况,更好的将我国体育学术研究的成果传播出去,采用文献资料、数理统计、理论分析等方法,对13种体育类核心期刊的2005、2006年的栏目进行统计分析.结果显示:各期刊的栏目设置数目及其年度载文量差距比较明显;各期刊的栏目稳定性高低不等;各期刊栏目设置方法不尽相同.认为骨干栏目应该体现体育学科特色,科学设置栏目,主干栏目与一般栏目合理搭配,有利于期刊的传播和查阅.  相似文献