老年人养生保健的科学理论研究

动静结合是中华民族传统保健理论的精华之一，文章针对当今老龄化的社会发展趋势，以科学的态度从运动和睡眠两个方面对老年人养生保健理论进行了深入探索，继承和发展传统养生理论，更好地指导老人们的养和保健。     

论太极拳在全民健身中的意义和影响

太极拳是群众健身的主要形式之一,根据太极拳的项目特点,锻炼价值以及太极拳的的发展现状.论述了太极拳在全民健身活动开展的意义及其推广优势,并对如何推广普及太极拳提出了建议,也为《全民健身计划纲要》中落实太极拳运动提供了理论参考依据.     

No More Silos: Animating Integrated Health and Behavioral Health Care Practices in the Classroom

ABSTRACT

Over the last decade, there has been increased momentum to bring the worlds of physical and behavioral health care together. Instead of social work education simply reacting to this change, it is imperative that we be proactive and prepare students to be “multilingual,” that is, be able to speak and function in both the worlds of health and mental health so they can move seamlessly into the new world of integrated care. The purpose of this article is to explore curricular and pedagogical strategies needed to prepare graduate social work students for the coming shift in practice toward integrated health and mental health care.     

高等职业学校学生的网络沉迷及矫治机理

职业技术院校的学生接触互联网本是一件好事,但任何事物都有其负面效应,由上网而引发的网络沉迷现象就不容忽视。经对学生触网情况的调查研究,章就网络沉迷的互联网中毒症状和特征作了八个方面的概括,分析了病症发生的原因,并提出了若干预防和矫治的方法。     

Looking after the teachers: exploring the emotional labour experienced by teachers of looked after children

Whilst outcomes for looked after children (LAC) have been extensively discussed, less attention has been paid to the experiences of teachers of this group of children. It is accepted that Emotional Labour (EL) is commonplace in the teaching profession but no research has investigated how, and to what extent, teachers experience emotional labour during interactions with LAC. Fourteen Key Stage Two teachers of LAC participated in the current study by completing semi-structured interviews. Results indicate that participants experience emotional labour during interactions with LAC and that this may be mediated, to a degree, by factors including role constructions, perceptions of support and self-perceived role facilitators such as perception of a professional duty. The potential benefit of educational psychologists understanding better, and supporting, the impact of emotional labour on teachers of LAC is subsequently discussed.     

论走班式分层教学模式在职业教育中的应用

目前职业教育中兴起的走班式分层教学模式带来了较大的社会反响,文章结合多元智能这一全新的教育理念,通过分析职业教育的特点、走班式分层教学模式的优势以及三者之间的关系,力图论证走班式分层教学这一教学模式是符合目前在多元智能理论指引下的职业教育课改要求的。     

Educators’ use of questioning as a pedagogical strategy in long day care nurseries

Educators’ questions can encourage children to engage in extended conversations, facilitate comprehension and stimulate thinking. Many studies of educators’ questioning have focused on children aged 3 years and older. Little is known about the manner in which educators of infants in non-parental group care settings use questioning as a pedagogical strategy. Six university-qualified early childhood educators in Sydney, Australia, were videorecorded for 40 min each in their long day care centres. Informed by systemic functional linguistic theory, the educators’ questions addressed to infants (defined as children under 2 years of age) were coded according to whether they served a pedagogical or regulatory function. Pedagogical questions were defined as questions intended to promote children’s learning, whereas regulatory questions functioned as commands and offers which were intended to manage behaviour. The educators’ pedagogical questions were then further analysed according to the response required of the infant. Confirm questions sought a yes or no response, specify questions (who, when, where, what) sought the name of a person, time, place or entity and explain questions (why or how) sought an explanation or justification. The findings demonstrated that educators differed greatly in terms of the frequency and manner in which they used questioning as a pedagogical strategy when interacting with infants. So-called open questioning, which has been shown to stimulate conversation with older children, may not be appropriate for infants whose distinctive developmental trajectories differ from those of preschool-aged children. The findings suggest the need for a more nuanced understanding of the role of questioning in promoting infants’ language, literacy and intellectual development.     

教师促进学生学会关心的策略

“学会关心”不仅是一种教育哲学观，而且作为一种新的教育模式得到普遍重视。“学会关心”的内容极其广泛，依据人与人、人与社会、人与自然建立的关怀关系划分为三大类型多个领域。让学生学会关心，教师要采用恰当的认知策略和实践策略。认知策略包括建立彼此专注、尊重与理解的关系；保证关心关系的连续性；创设恰当的情景。实践策略包括榜样、对话、实践和认可。     

DAP in the ’hood: Perceptions of child care practices by African American child care directors caring for children of color

This paper presents a qualitative analysis concerning child care practices by six African American directors of subsidized child care centers located in a low-income, racial ethnic minority area of Los Angeles, California. These programs are traditionally African American programs that experienced an influx of Latino immigrant enrollment. Using the integrative framework for children of color proposed by Garcia Coll et al. [Garcia Coll, C., Crinic, K., Lamberty, G., Wasik, B., Jenkins, R., Garcia Vazquez, H., et al. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67, 1891–1914], which places racial ethnicity in the center, we examined how these directors integrated professional standards of practice (developmentally appropriate practice) with community understandings of the role of preschool/child care in this community; the function of social stratification on their articulated practices; and their understanding as to how they include the Latino immigrant families. We discovered patterns that reflect a community-interpreted understanding of developmentally appropriate practice.