陕西师范大学体育教育专业免费师范生的课程研究

采用文献资料等方法,对陕西师范大学体育教育专业免费师范生的课程现状进行研究。结果表明：农村中小学最需要教学实践能力强、技术全面、有扎实的基础理论功底,并且能够胜任农村中小学体育教学的优秀体育教师。而我校体育教育专业目前存在着课程设置太死、缺乏实践能力,以及适应农村中小学体育教学能力的培养、专业技术课学时缺乏、教育实习制度不完善、并且课程设置与中小学体育新课标的教学要求相脱节等问题。因此,目前我校体育教育专业的课程设置与免费师范生政策的人才需求不相适应。     

福州高校校园定向运动的课程比较研究

通过对比定向运动在福州四所高校的开展情况,从课程的师资建设、教学组织形式、竞赛形式等方面的研究,得出高校定向运动课程的发展总体比较缓慢,形式各异,研究旨在促进福州高校定向运动的健康、持续发展。     

我国高校野外生存生活训练课程研究现状分析

本文以我国野外生存生活训练课程研究学术论文为研究对象,从时间分布、期刊分布、课题情况、作者分布、研究方法和研究内容等方面对我国野外生存生活生活训练课程研究现状进行了分析。结果表明,在野外生存生活课程日益受到学者、各类课题和期刊重视的同时。也存在课程实践偏少的情况。提出部分有条件的高校应开设野外生存生活训练课程,并建设野外生存生活训练课程实践基地,同时也不能偏离高校体育改革与发展的方向。     

对我国高校试办高水平运动队运动项目设置的思考

对2006年我国高校试办高水平运动队运动项目设置的现状进行统计,分析了影响项目设置的因素,提出在宏观上对高校高水平运动项目布局要合理调控,同时又强调各地区、各高校要依据运动项目设置的原则和普及的难易程度,结合本地区与本校的竞技体育现状来合理设置特色运动项目,在合理布局项目的基础上寻找突破口。     

体育教师实施新课程标准基本理念的思考

为了让新课程标准的基本理念更好地贯彻到实际教学活动当中,运用文献资料、逻辑分析等研究方法,对新课程标准基本理念的内涵及体育教师落实基本理念的有效途径进行了分析探讨。结果表明：新课程标准的基本理念符合素质教育的基本要求;转变体育教学观念,建立新型师生关系,正确理解并激发学生的兴趣,关注个体差异是体育教师实施新课程标准的有效途径。     

哈尔滨体育学院运动人体科学专业发展若干问题的探讨

研究结合当前运动人体科学专业建设中存在的若干问题和社会对运动人体科学专业的时代需求,科学地制定了哈尔滨体育学院运动人体科学专业培养目标,对优化课程设置,突出专业特色等问题进行了分析研究。调整教学计划,重新确立了专业课程和选修课程,突出运动人体科学专业的特色,有利于本专业的发展。     

太原市小学体育教师培养学生社会适应能力的现状研究

文章运用文献资料研究法和问卷调查法等研究方法,对太原市小学体育教师培养学生社会适应能力的现状进行调查,旨在了解小学《体育与健康教学大纲》实施以来,太原市小学体育教师在培养学生社会适应能力、在教学内容、教学方法以及教学评价等方面存在的问题,并提出一些建议,以期为太原市小学体育教育提供相应的帮助。     

What aspects should be evaluated when evaluating graduate curriculum: Analysis based on student interview

With the rapid expansion of graduate education in China, graduate curriculum evaluation has aroused great concern from the administrators and researchers. Many colleges and universities have developed their graduate curriculum evaluation system based on educational policy, job analysis or discussions of school administrators. To date, very few systemic studies in this field have been done in China, and little is known about students’ view on the evaluation system. In this study, 30 second-year graduate students from a comprehensive university were selected to participate in a semi-structured interview. It was found that graduate students attached more importance to the following 5 aspects: 1) The curriculum objectives should be employment-oriented and in line with students’ need of future employment and long-term development; 2) The curriculum content should be up to date and its breadth and depth of coverage are appropriate; 3) The instructor's teaching approaches should be flexible and varied, emphasizing student participation and teacher-student interaction; 4) The learning evaluation should be conducted fairly and reasonably in various ways; 5) The curriculum should be able to effectively promote students’ mastery of knowledge and capacities. This study will provide the evidence for rethinking and improving graduate curriculum evaluation system.     

Working towards Inclusive Education: Social Contexts

ABSTRACT

Special education in England has developed over a large number of years, during which changes in philosophy and practice have been charted in Acts of Parliament. Current thinking was given focus by the recommendations of the 1978 Warnock Report, many of which have been implemented. The most recent legislation relates to the establishment of Statements of Special Educational Needs (SEN), the introduction of a Code of Practice, recognition of the role of parents and of the need for multi‐professional cooperation, the integration of children with SEN into mainstream classrooms and the right of access of all children to a broad and balanced curriculum, as articulated in the National Curriculum.     

Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education

This inquiry explores teachers' perspectives on enacting environmental education in a Québec urban locale with high student diversity. Participating in focus groups and interviews, teachers from three schools discussed their experiences incorporating environmental education into their multiculturally-diverse classrooms. Challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. Findings suggest moving toward practices of culturally-responsive environmental education that demand more than awareness but include interactive dialogue. Teachers need support from beyond the classroom and the capacity to develop curriculum facilitating the inclusion of students' culture.