我国由体育大国向体育强国迈进的对策研究

2008年北京奥运会、残奥会后,胡锦涛总书记提出＂进一步推动我国由体育大国向体育强国迈进＂。那么如何实现＂体育强国＂的战略转变则成为我国下一阶段体育发展的奋斗目标。文章通过文献资料法、数理统计法及专家访谈法明确＂体育大国＂、＂体育强国＂的内涵,以此探寻实现我国向＂体育强国＂迈进的对策研究。     

“生物物理学”课程建设的构建与探索

本文结合实际的教学经验,把我校＂生物物理学＂教学定位在将物理、化学和数学的理念、理论和方法应用于生命科学,同时在对教学大纲、教学内容、教学模式、实验技能的培养及教师本身素质的提高等方面不断探索和完善的基础上,构建＂生物物理＂课程的教学方案,为更好地实施和培养人才做好工作。     

对普通高等院校体育舞蹈开展状况的分析与研究

运用文献资料研究法、问卷调查法和数理统计法,对50所普通高等院校体育舞蹈课程开展现状进行调查与分析.调查结果显示:高校体育舞蹈已开展起来,但现处于初步探索阶段;体育舞蹈教师的专业技术水平较低,教师的水平是影响体育舞蹈运动在高校发展的主要因素,应重视教师业务能力和技术水平的提高,为教师提供更多的业务培训机会;同时,体育舞蹈教学大纲、教材的编制、辅助课程的开设、高校间的竞赛组织也是制约体育舞蹈运动发展的重要因素.     

A clinical rationale for assessing rapid automatized naming in children with language disorders

Three continuous rapid naming tasks (Semel, Wiig, & Secord, 1995) were administered to 2,450 American, English-speaking, academically achieving individuals with typical language development and intellectual ability (ages 6 to 21 years) and 136 individuals with primary language disorders (LD; ages 6, 7, 9, 11, 12, 15-16). Naming time in seconds differed significantly (p < .01) between the groups for color naming (Task 1) at age 12, shape naming (Task 2) at age 6, and color-shape naming (Task 3) at ages 6, 7, 9, and 12. Naming accuracy did not differ significantly (p > .01) between groups at the majority of the age levels compared. In the normative group, naming speed increased with age in a monotonic progression. The developmental trajectory in the LD group was essentially parallel, but elevated. The percentages of individuals who failed the naming-time criteria for Task 3 (color-shape naming) differed significantly in the two groups at all ages compared (p < .05). These findings indicate that the requirements for two-dimensional, continuous naming (Task 3 color-shape naming) resulted in reduced naming speed (longer total times) and interference with fluency in language production in about half of the clinical sample.     

The circumplex model of the Questionnaire on Teacher Interaction among Hong Kong students: a multidimensional scaling solution

The Questionnaire on Teacher Interaction (QTI) is a teacher–student relationship measure whose underlying two-dimensional structure is represented in a circumplex model with eight sectors. Using Smallest Space Analysis (SSA), this study examined the circumplex structure of the Chinese version of the QTI among a convenience sample of 731 primary-school students in Hong Kong. The study revealed that the SSA solution fits the circumplex structure of the Model for Interpersonal Teacher Behavior and uncovered a two-dimensional solution yielding five sectors in a clockwise direction: Strict, Leadership-Helpful/Friendly-Understanding, Student Responsibility/Freedom, Uncertain, and Admonishing-Dissatisfied. While the Leadership-Helpful/Friendly-Understanding sector was the largest, the Student Responsibility/Freedom sector was the smallest, with few items constituting it. For the two dimensions, the vertical dimension was named Structure Clarity, with adherence to external structure (Strict sector) at one extreme and lack of structure (Uncertain sector and Student Responsibility/Freedom sector) at the other extreme. The horizontal axis was labelled Attitude Valence, with benevolent valence (Leadership sector, Helpful/Friendly sector and Understanding sector) at one end and malevolent valence (Admonishing sector and Dissatisfied sector) at the other end of the axis. The positioning of the five sectors in the present study is in line with the factor structure that was often found in previous research on the circumplex model. By presenting a somewhat different interpretation of the two dimensions and some additional items, we hope that future research will verify our suggestions across different sociocultural settings.     

Cross-Curricular Themes and Curriculum Reform in Hong Kong: Policy as Discourse

This paper critically evaluates the Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. It is argued that the policy failed to have a significant impact because many of its key elements defined the themes as marginal and dispensable. Moreover, the policy embodied a discourse which portrayed teachers as empowered and, consequently, as the primary source of problems of its implementation.     

在数学教学中如何加强数学语言教育

本文从数学语言与数学符号、数学符号与数学概念的关系出发，就如何加强数学语言教育提出几点建议。     

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant (p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.     

儒家伦理与新加坡的公民道德教育

新加坡是近20年世界上最大力推行儒家伦理教育的国家,其通过在学校开设《儒家伦理》课程和在社会上开展各种以提倡儒家伦理为内容的道德教化活动,使儒家伦理与新加坡的公民道德教育紧密地结合在一起。本文在对新加坡推行家伦理进行文化考察的基础上,揭示了儒家伦理在新加坡公民道德教育中的价值及对我国道德教育和道德建设的启示。     

康熙用人探析

“人治”是中国封建社会的主要特征，是历代封建政治统治的核心内容。康熙在位期间，造就了中国封建社会历史上最后一个高峰，这与其用人政策是密不可分的。研究康熙的用人政策，对我们今天的反腐倡廉、政治体制改革，具有重要的借鉴意义。