The Training of Physical-Education Teachers in France and China: A Comparative Analysis of Curricula and Attitudes

This study in comparative physical education examines the curricula followed by physical-education teachers in China and France. It explores how theories of physical education and sport in each country have developed out of specific political, cultural and educational contexts, yet resulted in strong similarities in terms of the priority given to training programs. Nonetheless, it can be seen that the two curricula reflect genuinely divergent concepts of physical education influencing both theory and practice. The attitudes of Chinese and French teacher-trainers towards physical education and sport are shown to display significant ideological differences with regard to the meaning and educational import of these activities.     

Parental education and the socialization of the child: Internality, valorization and self-positioning

Contemporary western society is characterised by an individualistic model of the person. Conceptions of socialization insist more on self expression and development than on the individual’s submission to social requirements. Values concerned with individual responsibility and self-realization guide educative actions. The article analyses the influence of parental education on internality and self-esteem in the child with particular attention to how parents lead the child to become responsible (commitment). Two hundred parents (from contrasting social backgrounds) answered a questionnaire on internality and a question on self-esteem. According to their social background, the parents adopt educative practices which induce more or less responsibility in the child. Leading the child to accept responsibility in daily life encourages the learning of internality, but family education has little influence on self-esteem. How subjects “positioned” themselves, i.e., how they placed themselves a variety of measures was examined. Some preferred to position themselves in the centre of the scales while others placed themselves on the extremes. There was a correlation between the positioning of the parents and that of the children.     

Cognitive Profiles in Elementary Algebra: the PÉPITE Test Interface

The work presented here is part of a multidisciplinary project, called the PÉPITE project. Its aim is to set up a system to diagnose student profiles starting from a multidimensional analysis grid to evaluate their competences in elementary algebra. This paper deals with the design, the making and the evaluation of an interface in Computer Based Learning Environments. In it, we present the method adopted to set up software which proposes tasks to the students and collects data for the diagnosis module.We consider here the problems linked to the re-use of didactic know-how based on pencil-and-paper tasks and in particular how to transfer these tasks to a data processing environment. These problems are considered from the interface designer's point of view. In an attempt to make this clear, we make a distinction between ergonomic problems connected with the functioning of the interface and problems related to the field of application. © IFIP, published by Kluwer Academic Publishers     

CONNECTIONISM AND THE EMERGENCE OF KNOWLEDGE

Procedures for creating used by connectionist networks with hidden units are analyzed. With these networks it is possible to create by modification of the inputs, by modification of collector properties, by modification of connections between units and variation of thresholds of activation, by modification of constraints imposed on the network, by creation of new hidden units or by creation of new outputs. The interest of connectionist networks is in simulating various processes to allow analysis of modifications that are efficient and capable of concretizing the consequences of choices. Networks must be designed as tools capable of helping formalize problems, and not as replicas of cognitive processes.     

谈欧洲教育史研究方法

本文围绕近年欧洲教育史研究方法的变化这一主题,首先指出在国家众多、国情各异的欧洲,教育史学家在研究方法方面的差异和其文化专业背景及工作环境等不同有关;然后通过四个案例具体介绍欧洲教育史工作者如何运用新的史学研究方法来发掘新资料、提出新问题和拓展研究领域的;最后概要叙述史学方法最新的两大变革走向及教育史研究工作者在这种变革中应注意的问题。     

Les expéditions militaires contre Chypre (1424–1426) d’après ṢāliḤ b. YāḤya: Quelques remarques sur la marine mamelouke

Le texte rédigé par Sālih b.Yahyā constitue une source primordiale pour létude des expéditions militaires mameloukes contre Chypre entre 1424 et 1426 car l’auteur a joué un rôle principal dans la deuxième et la troisième attaque. Â la différence d'autres chroniqueurs arabes, Sālih b.Yahyā fournit des informations importantes qui permettent de reconstruire les événements et de comprendre le fonctionnement de la marine mamelouke.     

Utiliser la Dimension Europe´enne Pour Faire Sortir l'Ecole de ses Murs ou 'Extra Muros'

Five European Institutions devoted to head teacher training developed the Comenius Project 'Extra Muros' between 1996 and 1999. The general objectives were, on the one hand, understanding the importance of the educative action outside the school premises if we wanted to offer equality of opportunity to everybody, and, on the other hand, promoting the school to spread into its local area and to discover Europe. Thus, the integration of school in its territory is favoured, and the interaction of students with their peers is facilitated. The article describes in detail the organisation, development and evaluation of the project, and also the impact it caused in teachers and pupils.