对湖北省儿童乒乓球运动员各种打法发展现状与趋势的研究

章对湖北省儿童乒乓球各种打法发展现状与发展趋势进行了研究，提出了建议。     

浅析40 mm大球对乒乓球运动的影响

采用文献资料和访谈研究方法，归纳并阐明了大球对乒乓球运动员技、战术水平、身体素质以及乒乓球器材等方面所产生的影响和变化。     

希腊的文明突起与奥林匹克运动

以古希腊的文明突起与奥林匹克运动为题,对古代奥林匹克运动会所蕴含着的文化和历史价值及其对古希腊文明的突起、甚至全部西方文明的发展所起的历史意义作了阐述。文章认为:古奥运会所倡导的“公平竞争”既为个体的自由发展、欲望实现提供了充分的机会,也为限制盲目和膨胀的欲望追求建立了理性的法则。古奥运会的这种纯然化、理想化、形式化的公平竞争或称欲望立法,作为一种精神力量(或称文化基因)潜移默化了西方文明,奠定、促进了西方文明的发展。     

基于音乐媒体属性的音乐媒体检索系统

本文旨在解决图书馆音乐媒体检索的问题。突破《中图法》不能揭示音乐作品所有检索特征的局限性,分类归纳了12种音乐媒体的属性,根据这12种音乐媒体属性创建了音乐媒体数据库和音乐媒体检索系统。特别是增加了当代音乐媒体格式的检索处理。可分为本地检索和网络检索。     

角色扮演法在宾馆英语教学中的应用

宾馆英语是一门实践性较强的课程,传统的教学模式不适用于此课程的讲授,而角色扮演法形象、生动,直观性强,实践性强,恰恰能够迎合这一课程的实际需要.在宾馆英语教学中,充分、合理地使用角色扮演法,既能调动学生的积极性,有效改进英语听说能力,又能培养学生的创造能力、协调能力和独立工作能力,从而为学生的就业与工作打好坚实的基础.     

竞技的本质

20世纪以来,竞技运动逐渐成了一种具有世界性影响力的文化种类。当代竞技体育越来越超越了体育的范畴,成为一种凌驾于肉体运动之上的社会现象。竞技运动源于游戏,又超越了游戏,进入了宗教的领域。竞技的另一源头是战争,所以,竞技运动天然具有英雄主义的精神,属于自然本位、肉体至上精神的文化代表。竞技的宗教功用是多元的,古希腊的祭祀仪式是其固有的文化成分,而当代性的群体朝拜行为又构成了竞技运动的现代性表征。现代社会的整体进步不仅没有剥夺竞技运动的原始本位特性。反倒促使竞技运动更贴近健全的人性。正因为竞技运动表现了人类最原始和本质性的力量,因此,它也最能体现人性的全面价值。竞技运动融合了传统宗教、哲学、艺术的主体性文化能量,正在为日渐危机化了的人类提供一种创造性的和不断完善化的保护屏障和精神援助。     

界限的消失 狂欢的开始——弗吉尼亚·伍尔夫《幕间》的“狂欢化”解读

英国现代主义女作家弗吉尼亚·伍尔夫在其最后一部小说《幕间》中通过对现实生活与历史剧的交替描写,展现了战争阴影笼罩下英国乡村的生活图景。以巴赫金狂欢化理论为依据,分析《幕间》中的“狂欢化”因素,包括历史剧与观众的互动、历史剧中的戏仿以及小说中的文字游戏,从中暗示伍尔夫在环境的影响下小说创作形式的改革及其对完善英国文学、唤起人们社会责任感所做的最后努力。     

Language play in the narrative writing of 9–11-year-olds

There has been little research into ‘language play’, the manipulation of language for enjoyment, in children’s narrative writing. The unprompted language play of 36 children was investigated in their writing of an imaginative story. The sample comprised three attainment sub-groups from a larger repeat-design quantitative study of writing development in the 9–11 age range. A total of 71 stories were further analysed, using qualitative methods derived from the relevant literature. Extensive use of language play was evident, as well as some stylistic differences between the sub-groups. The findings suggest that children’s propensity for manipulating the forms, meanings and uses of language might be channelled more explicitly into the teaching and learning of writing.     

Primary school playgrounds as spaces of inclusion/exclusion in New South Wales,Australia

The purpose of this study was to determine how the design and organisation of primary school playground spaces may result in the inclusion or exclusion of some groups of children. Two primary school playgrounds in rural New South Wales, Australia, were selected for this investigation. Data were collected through observations and unstructured interactional interviews. Data analysis revealed the design and organisation of primary school play spaces may lead to segregation among school children. Gender, safety concerns and school rules were also established as factors restricting full use of the playground space. The identification of these factors is vital in guiding future school reform programmes and policies aimed at enhancing participation in play and a sense of belonging for all children. The results suggest that there is need to promote schools’ understandings of the significance of playground spaces in children’s social lives so children can fully benefit from the time they spend in school playgrounds.     

The Relation between Early Childhood Teachers’ Conceptualization of “Play” and Their Practice: Implication for the Process of Learning to Teach

For centuries, educators and psychologists have advocated “play” as the ideal activity for the development of young children. Actually, play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world. However, the quality of play-based pedagogy is becoming a key concern across countries. Scholars found that play is either too loosely framed to result in children’s optimal development; or it is too “teacherly” and looses the essence of play. The recent report released by OECD highlighted its concern about play in early childhood education and, urged international researchers and educators to make efforts to bridge the gap. Hong Kong is not an exception on the issue of play enactment. Though resources have been put in for the professional upgrading of early education teachers in the last two decades, the learning and teaching style is still didactic and there appears to be a misinterpretation of play-based pedagogy. The present paper attempts to explore the issue through early childhood teachers’ conceptualization of “learning and teaching through play” with the aim of understanding the problem and shedding light for better ways to prepare teachers in this sector.