Thinking Long Term: Physical Education's Role in Movement and Mobility

This paper addresses the role of physical education in promoting physical activity and mobility. It is assumed that attitude is an important component that influences physical activity and, ultimately, mobility. A variety of factors and the way they impact children's attitudes toward physical education are discussed. In particular, the outcomes of physical education, motor skill development and student skill level, and student attitude are presented. The factors that influence student skill development and attitude are interrelated and occur over many years both in and out of school. I conclude that to promote physical activity, physical education must address attitude and be enjoyable.     

Inclusion Paradigms and Perspectives: A Stepping Stone to Accepting Learner Diversity In Physical Education

Learner diversity is the focus of this paper. Parallels are drawn among attenlpts to integrate children with disabilities (who have unique motor needs), less skilled learners, and/or disinterested learners. Paul and Ward (1996) propose that debates over inclusion are paradigmatic in that ethical inclusion paradigm proponents (all children should be included) are at odds with comparative inclusion studies (determining whether or not inclusion really works). Application of Paul and Ward's idea about paradigm conflict and other special education perspectives are discussed to draw attention to low skilled and/or disinterested learners as well as to children with disabilities so that the needs of all children are uniformly addressed. When conducting research about learners without disabilities that are currently not fitting into physical education classes, paradigm dilemmas must be avoided. Future studies in physical education should focus on how diverse learners can be accommodated more than on how diverse learners affect other children. Further, physical educators may be better able to serve the needs of all students through coltural/social minority models (Paul, 1998; Sherrill. 1998) and infusion-based curricula (Rizzo, Broadhead, & Kowalski, 1997).     

从游戏视角看幼儿教育

游戏是幼儿最基本的活动,是一种特殊的社会性活动,对幼儿身心健康发展有着重要的作用。游戏是无功利性的,幼儿教师不仅自身要正确对待游戏教育,更要引导家长正确看待游戏,使"幼教小学化"不要借着"基本普及学前教育"这股东风愈演愈烈。幼儿教师应该意识到幼儿园课程的选择以及评价体系的"无目的性",以免给"应试教育"和"幼儿教育小学化"一个"繁衍"的温室。游戏的愉快性是游戏的本质所在,幼儿教师要真正地把游戏看作幼儿发展的活动,不要把游戏仅仅作为吸引孩子的"噱头"。     

试论小学体育教学中如何激发学生的学习兴趣

学校体育深化改革把终身体育教育放在一个重要位置,而要培养学生终身体育意识,就必须要培养学生的体育兴趣.如何激发学生的体育兴趣,使体育成为学生内心自发的需要,最终关系到我们能否搞好体育教学、推行全民健身计划纲要,关系到学生是否能拥有一个健康的体魄,投身到社会主义现代化建设中去.本文采用问卷调查、文献资料、访谈等方法,围绕在体育教学中如何激发学生的体育学习兴趣,分析影响体育兴趣的因素,提出激发学生体育兴趣的措施.     

基于兴趣导向的幼儿园体育教学游戏化探究

在幼儿园教育中,教师可通过体育教学活动增强幼儿体质,培养幼儿健康生活的态度和行为习惯,以满足幼儿身心发展的需要,让幼儿度过快乐而有意义的童年。文章从教学实践、体育游戏内容及其他教学策略三方面探讨基于兴趣导向的幼儿园体育教学游戏化策略,以期为幼儿园体育教学提供借鉴。     

Determinants of the competence and confidence of teacher education students studying primary science education

Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was so low. This may be due to previous specific experiences in secondary science. Science and science education units should build on the positive attitudes of students and could develop physical science ideas through their significance in environmental and social problems. Specializations: science education, teacher education in science. Specializations: science education policy and practice, teacher education, school effectiveness.     

从认知失调理论看儿童的“南风教育“

个体的态度与其行为间出现不一致时,就会产生认知失调,引发心理紧张和内心的不舒服感,个体会通过各种方法来减少心理紧张和内心的不舒服感:改变行为、改变态度、找到行为好处和减少选择感。有关认知失调理论的实验研究表明,小的物质奖励和轻微的批评即“南风教育”,最有利于儿童内化教育树立的正确态度。“南风教育”符合儿童的身心发展特点和时代发展的趋势,而最重要的是“南风教育”在改变儿童不良态度的过程中,不会激起儿童的自我防卫机制。     

河北省随班就读残疾儿童体育教育现状调查与分析

采用文献资料、问卷调查、数理统计等研究方法,对来自河北省6个地区的39所有随班就读残疾儿童的普通学校领导、体育教师和残疾学生进行调查,结果表明：领导和教师对接纳残疾儿童随班就读持消极态度,对残疾儿童体育教育没有给予应有的重视,随班就读生体育意识差,体育课出勤率和课外体育活动参与率都很低,教学内容“常人化”,不符合残疾儿童特点。文章分析了原因并提出对策和建议。     

大学生体育锻炼态度的若干差别及其原因调研——以昆明地区本科大学生为例

对昆明地区大学生的体育锻炼态度进行问卷调查,结合对教师和部分学生进行访谈,并且参考部分专家对体育锻炼态度的研究理论,探讨大学生的锻炼态度在不同性别、学科、生源上的差异,以及分析引起差异的原因,旨在为社会、学校、家庭提供大学生的体育锻炼态度的研究成果,提高对大学生的体育锻炼态度的认识水平。     

培养儿童创造性思维的方法初探

探讨了儿童创造性思维培养的方法.认为向儿童提供恰当的学校教育和家庭教育是培养儿童创造性思维的主要途径.学校应对儿童实行民主的教管方式,重视培养和激发儿童从事活动的内部动机,提供儿童充足的业余时间,创造条件让儿童参加游戏活动,对儿童进行创造性思维的训练,家庭也应确立有利于儿童创造性思维发展的教养态度     

体育教学态度对大学生情绪的影响

通过对专制型教学态度、民主型教学态度和放任型的教学态度对学生情绪影响的分析和研究,证实了民主型教学态度是最为理想的、学生最愿意接受的教学态度.     

大学学前教育学科地位与使命的思考

学前教育学属于基础理论学科,这种学科性质使得学前教育学必须是学前儿童身心发展的理论研究。从这一立场出发,对以实践为主线的＂学前教育管理学科＂和学前教育课程与教学论为主线的＂教师教育技能学科＂的价值观和使命观提出了质疑,并期待以学前儿童身心发展的理论的理论研究为主线的＂理论学科＂能够担当起学前教育学的主流使命。虽然,目前学前教育学主要承担着三重使命,但是,学前教育学历史使命的本质是不会改变的,即推动学前教育研究走向科学化。     

学前儿童性教育存在的问题与对策刍探

性教育对学前儿童的身心发展非常重要,不仅可以帮助儿童避免性心理发展异常,促进身心健康发展,而且还可以帮助儿童形成正确的性别意识,更为关键的是能让儿童学会自我保护,远离性侵害。文章通过探讨学前儿童性教育存在的问题,帮助幼儿家长及教师合理向儿童传播性知识,共同促进儿童健康成长。     

日本幼儿食育活动的价值与思考

食育,是通过各种教育方式使国民学习与掌握饮食有关的知识,培养正确的饮食选择能力以及形成良好饮食习惯的一种教育。开展食育活动,要求将健康饮食的观念融入日常生活中,使幼儿从小养成良好的饮食态度和饮食习惯。文章以日本为例,通过探讨食育活动中所蕴含的对于幼儿身心发展以及教学工作开展的独特价值,对我国进一步推行食育计划提出有效建议。     

幼儿数学教育生活化——在自然、真实的情境中突出情感、兴趣的培养

幼儿数学教育生活化,既是《幼儿园教育指导纲要（试行）》的明确要求,也是幼儿身心发展特点和学习能力所决定的。但幼儿教育工作者在教育实践中不能过分地强调＂生活化＂,忽视＂数学化＂,而要以现实生活为基础,在自然、真实的生活情景中强调对幼儿情感、态度、兴趣的培养,这才是最适合幼儿特点的数学教育方式。     

特殊教育生物学课程设置的研究

特殊教育是指使用—般的或经过特别设计的课程、教材、教法和教学组织形式及教学设备,对有特殊需要的儿童进行的旨在达到一般和特殊培养目标的教育。本文对基础教育层次的特殊需要教育的课程设置进行了国内外的比较,并专门针对特殊教育中的生物学课程构建的基本框架、课程的目标定位、课程内容的选择、课程内容的组织形式和课程实施的特点进行阐述。     

Communicating With School Boards: Position,Power, and Perseverance

The theme of this years Academy meeting, “Telling Our Story,” raises important questions about how best to hone our message to diverse audiences in order to achieve desired outcomes. This paper addresses strategies and techniques that can be employed with local school boards. The school board is recognized as one of the most influential organizations for developing and shaping policy at the local level. Without the support and advocacy of the local board, efforts to promote physical education and healthful activity for children will not be achieved. The paper also suggests that many advocacy approaches can be generalized lo other groups and settings. including state legislative bodies and other statewide commissions that address issues related to the education of children and youth. Finally, the author acknowledges that despite the best efforts to tell our story, intervening variables beyond the storyteller's control (e.g., happenstance. chance, and fate) may influence the message.     

儿童在中央：小学品德课堂的视角重构

“儿童在中央”即教育的儿童立场,传递出基本的教育态度,从品德学科课程理念的视角重构——课程中心到儿童中心的转变．教师角色的视角重构——“授之以鱼”到“授之以渔”的转变,学生立场的视角重构——“被学”到“让学”的转变三个层面诠释了教育需要从儿童出发,教育是为了儿童,教育必须依靠儿童的内涵,教育者应坚定“儿童在中央”的立场,从儿童出发,一切为了儿童的发展,让儿童绽放鲜活的课堂生命力。     

农户子女中等职业教育决策的影响因素——基于计划行为理论的分析

以计划行为理论为基础,从成本收益预期、风险认知、子女现实条件及家庭资源禀赋等方面分析中职教育决策行为态度的影响因素;从社会关系人和组织的影响角度分析主观规范的影响因素;从对子女顺利完成中职学业的期望、家庭社会经济条件支撑、中职学校办学条件、家庭社会资本以及政策信息传递等方面的认知分析感知行为控制的影响因素。最后从引导形成积极的行为态度、强化主体规范作用、增强感知行为控制三方面提出积极引导农户做出理性中等职业教育决策的建议。