Teachers' perspectives on the challenges of teaching physical education in urban schools: the student emotional filter

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.     

The influence of self-determination in physical education on leisure-time physical activity behavior

Using a multitheory approach, this study was designed to investigate the influence of urban adolescents' perceived autonomy and competence in physical education on their physical activity intentions and behaviors during leisure time. A transcontextual model was hypothesized and tested. Urban adolescents (N=653, ages 11-15 years) completed questionnaires assessing relevant psychological constructs and moderate to vigorous physical activity and then had their cardiorespiratory fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Based on our structural equation modeling analyses and fit indexes, the transcontextual model adequately fit the data. We concluded that the two theoretical frameworks--SDT and theory of planned behavior--can be integrated to provide an enhanced understanding of the influence of physical education on leisure-time physical activity. The results revealed that perceived autonomy and competence in physical education are interrelated and function as a whole for enhancing leisure-time physically active intentions and behavior.     

第三名

在那条柏油路上,一个年轻人正低着头向前跑着。显然,他已经筋疲力尽了,他一边跑着,一边一遍又一遍地喃喃自语着：“你一定能做到!你一定能做到!你一定能做到!你一定能做到!”他说的这些话,只有他自己的心灵能够听到,他要证明自己,但更多的是在鼓励自己。     

催化作用

对于化学家来讲,控制化学过程的速度是十分重要的。常常由于无法使化学反应以适当的速度进行,以致于很多重要的化学变化不能够在工业上应用。例如,化学家长时间进行氮和氢合成氨的研究。在常温下达两种气体间的反应慢得不能觉察;而在高温下,反应固然决了,但是氨分子很容易分解,因此得到的氨是微乎其微的。     

“Per aspera ad astra”

<正>"’Per aspera ad astra’.The Latin prov erb fits well my experience of 35 years o work in the exchange program of CAS and MPG.In the winter of 1979 my Chi nese colleagues and I shivered in cold unheated rooms in our winter jackets Now the offices and lecture halls are ele gant and modern.The eagerness and high motivation for research have re mained the same.Astronomy is not one of the fields of science that has immedi ate practical applications.But‘in this ba     

苏霍姆林斯基论教师的备课

苏霍姆林斯基从自己的教育生涯一开始就十分重视改进课堂教学的问题。在他有关教学论问题的许多文章中,在《把正个心灵献给孩子们》、《帕夫雷什中学》、《公民的诞生》、《给教师的一百条建议》、《和青年校长的谈话》等著作的章节里都含有关于改进课堂教学的途径和条件的宝贵思想。同样,保存在基洛夫格勒州帕夫雷什村《苏霍姆林斯基教育纪念馆》里的未发表过的他的文章、材料和文件也有很大的重要意义。在纪念馆的藏书中有帕夫雷什中学二十多年来的校务会议的记录、1965—1970年间教师心理学讲习班会议的记录、若干期帕夫雷什中学教师手写的刊物《教育思想》、学校的工作计划等。在帕夫雷什的纪念馆里保存着三十一本苏霍姆林斯基在担任帕夫雷什中学校长的二十二年期间听课的分析笔记。他从担任校长的头几天起至生命的最后几天止,每天都听本校教师的课二——三节,听课时,通常他把笔记本的纸折成二部分,一侧是扼要的课堂记载,另一侧记下给教师的建议、局部的结论和深刻的总结。