《语文科教育论》实用教程纲要

“语文科教育论”涵盖教学论,以基础理论和实践理论为主体;性质论,分析学习对象,说明语文科的内容、结构及其交际工具性和人文性,阐明性质观制约全局的地位;目标论,由总体、亚项目标而探讨目标科学化的途径;教材、单元、方法、评估4论属实践理论,都源于实践,指导实践;“形成评定”－反馈,矫正,补救,实现评估和目标的一体化,并发展为“自学辅导－掌握学习”策略,形成整体教改方案,以期切实做到因材施教,克服形式主义,认真贯彻理论联系实际原则。     

比色分析用过期标准溶液续用方法研究

本文根据准曲线测定样品的原理,经过对过期二氧化氮标准溶液实验,论述了比色分析标准溶液过期后仍可继续使用的方法。该方法的应用解决了长期以来大量过期标准溶液废弃流失,变相浪费、损失和增加环境污染的问题,并使化验室试剂费用成本得以下降、国家物质资源得以节省。     

民族传统体育的振兴与文化创新

作为一种文化,中华民族传统体育有自己的传统文化根底,但能否前瞻性地应对生存和发展问题,需要作出符合文化的时代性选择。充分发扬其内在的精神活力,大力吸收西方的和其他民族的优秀文化,调整其不适应现代社会发展的部分,并对传统的体育文化进行创新性诠释,形成健康的文化氛围,建立可持续发展战略,营建内在的发展动力,是振兴中华民族传统体育的关键。     

Teachers leading teachers – understanding middle-leaders’ role and thoughts about career in the context of a changed division of labour

ABSTRACT

This longitudinal study aims to create in-depth knowledge about the phenomena of middle-leadership and career in school by identifying (1) driving forces for seeking and maintaining middle-leading positions, (2) opportunities and difficulties in maintaining the middle-leading role over time, and (3) underlying thoughts of career disclosed in the respondents’ expressions. Five different reasons for seeking middle-leading positions are identified and driving forces for maintaining the position are categorised as either internal reward/non-observable outcomes or external reward/observable outcomes. Furthermore, the results show that different types of difficulties arise in distinct phases and that middle-leaders’ needs for support therefore vary over time. Additionally, the complexity of teachers’/middle-leaders’ career thinking clearly emerges, and implications for practice are discussed.     

Does social justice count? ‘Lived democracy’ in mathematics classes in diverse Swedish upper secondary programmes

This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers’ pedagogic practice and responses during the year 2008/2009. The theoretical framework is based on Bernstein’s theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child and Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally, the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes’ social class profiles and the students’ expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students’ voices, but also their voices in relation to the pedagogic practice they encounter.     

西安市城中村居民体育健身影响因素研究

选取西安市东南西北较有代表性的穆蒋王村、瓦胡同村、白家口村、郭家庙村4个＂城中村＂居民体育健身的影响因素为研究对象。研究结果表明：城中村居民体育健身主要受国家的管理体制、公共政策、居住环境、体育场地设施、组织管理及个人的经济水平、生活方式、思想观念、文化素质、体育需求等方面的因素影响。     

基于隐喻认知理论的英语词汇教学研究

英语词汇的意义演变是通过隐喻的方式进行的。作为认知和语言的纽带,隐喻认知在词汇教学中具有不可或缺的地位。通过对隐喻认知理论的阐述,提出将隐喻认知理论应用于英语词汇教学中,以提高英语词汇教学效率。     

论中学生篮球活动中的心理卫生与保健

对篮球活动中可能引起中学生心理应激的各个方面进行了深入分析，并针对性地提出了心理保健措施。     

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion

Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the survey – as perceived by the participant – outperforms well-documented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion.