浅析普通高校体育理论课教学现状与对策

本文从目前普通高校体育理论课教学的现状入手,分析了当前体育理论课教学中存在的突出问题,并提出了相应的对策。     

Infants’ and Young Children's Imitation of Linguistic In‐Group and Out‐Group Informants

Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated.     

浅析高等学校与学生的法律关系

高校与学生之间存在综合的外部行政和民事法律关系,从现行教育法律法规出发,总结了高校和学生的权利与义务,从而提出高校保障学生权益实现的若干建议。     

弗洛伊德精神分析理论及其人性观

弗洛伊德精神分析理论是所有人格理论中最为全面的和著名的,其核心内容强调潜在意识动机的存在以及性和攻击本能的重要性.弗洛伊德精神分析理论产生的背景及主要内容反映了其理论决定论、悲观主义、因果论、潜意识动机及生物学因素等人性观.     

“Is everybody getting it?”: Sustained support for English as a second language students

The needs of ESL students do not end after the first year. Paulette Henderson describes one community college's approach to supporting ESL students throughout their academic career.     

高师英语专业基础教育新课程适应性研究

通过对毕业生和中学校长（英语教研组长）的调查访谈得知,大多数毕业生对新课程都持很高的认同态度,并能较快地适应在教学实践方面带来的变化。但也存在知识和能力结构与新课程不同构的现象。笔者认为,高师英语专业要转变教育观念,积极关注并参与基础教育课程改革;完善课程体系,优化课程结构;更新教学内容,改革教学方法;加强实践教学、关注学生创新能力和自我发展能力的提高。     

体育专业家庭经济困难学生资助情况分析和对策研究——基于四所体育院校的调查

针对当前体育专业家庭经济困难学生资助中存在的一些问题,对河北体育学院、沈阳体育学院、北京体育大学、广州体育学院家庭经济困难学生进行了问卷调查,通过调查分析找出解决问题的方法和措施。认为应当建立科学的家庭经济困难学生认定制度体系,增加校内勤工助学岗位,完善国家奖助学金发放制度,加强信用管理,加强家庭经济困难学生的心理健康教育。     

Impressions of ICOTS II

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986