小康社会时期我国社会体育的城乡差异

党的十六大报告明确提出,缩小城乡差别是全面建设小康社会的目标。社会体育作为社会发展的缩影,折射出城乡的显著落差。针对城乡存在的8个方面的差异,剖析了产生差异的社会、经济、文化等原因,进而提出了扶持农村体育发展的对策     

角色冲突对职业妇女参与体育的影响

全民健身活动实施过程中,妇女体育一直是薄弱环节。当代中国职业妇女深受职业—家庭双重角色的困扰,这种双重角色所引起的角色冲突在很大程度上影响了妇女参与体育锻炼。从社会性别差异的角度进行研究,认为职业妇女由于受双重的角色压力,对其体育价值观念的形成,以及对余暇时间的支配等方面产生影响,导致她们很少参与体育锻炼。     

韩国留学生汉语句子停延习得的实验分析

本文是以汉语为目标语的韩国学生和汉语本族语者为实验对象,对他们在37个汉语动词谓语句中的停延表现进行横向和纵向相结合的实验性比较研究,目的是找出韩国学生在停延方面与汉语本族语者的不同之处。本文通过听辨和实验语音分析,发现了差异主要在于停延的次数、停延前音节的延连量、根据停延前音节的声调划分的停延前音节的延连数目和停延前后音节基频差值的变化,而无声段无显著差异。     

差分的应用及正整数的k次方幂求和

提出了利用差分表和二项式定理推导并求解前n个正整数的k次方幂之和S(n,k)=1k 2k nk的方法。     

数码钢琴集体课教学中的因材施教

数码钢琴集体课教学是我国高师正在推广和采用的新的教学模式;学生由于个人生活环境和内在音乐素质的不同,存在着很多差异在数码钢琴集体课教学中落实“因材施教”的比较有效的方法是:按学生钢琴程度进行分班;集体课与个别课相结合;提供补救措施;加大重奏合奏的比重。     

和谐政治文化的透视与演绎路径

中国社会转型时期，政治和谐意味着“和而不同”，和谐政治文化与和谐社会是互动的关系。和谐政治文化既是和谐社会的内容和影响因素，也是和谐社会的战略任务。于国际全球化大潮中，中国和谐政治文化建设有机遇亦有风险。在党的领导的大前提下，中国经由“和而不同”、人本、法治、改革和创新的路径演绎和谐政治文化，这种政治文化不但是多元包容、开放协商、民主自由的文化，而且体现人文关怀，扶助弱势群体，达成社会公平，摒弃了人治，扬弃了礼治，廉政而法治。     

中国英语学习者情态动词语料库使用调查

情态动词是英语学习中的一个重要语法项目，也是语言学习的一个难点。不同的英语学习者对情态动词的使用也不尽相同。语料库作为语言研究的一个重要工具，越来越广泛地被应用到语言研究的各个领域。该研究采用中介语对比分析方法，基于语料库CLEC和LOB，对比分析了中国英语学习者和英语本族语者在情态动词使用上的差异。研究结果表明：在情态动词使用的总频数上二者存在显著差异，前者高于后者；但在情态动词使用的选择倾向上不存在显著差异，有着相似的倾向性；具体分析某个情态动词时，则是过多使用与使用不足并存，前者胜过后者。     

Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation

The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students’ strategy use and motivation in CC reading are discussed.     

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.     

网络环境下学习策略群体差异研究——基于陕西师范大学《现代教育技术》网络课程的研究

为了解学习者网络学习策略在不同性别、学历及学科背景间的群体差异,该研究在对网络学习策略的内涵及结构进行重新分析的基础上,以参与陕西师范大学《现代教育技术》网络公共必修课的1713名本科生和教育硕士为研究对象,采用问卷调查法对学习者的网络学习策略使用水平进行调查。通过对研究数据进行方差齐性检验、独立样本T检验以及单因素ANOVA分析,结果表明:网络学习中,学习者的信息素养策略、资源管理策略、合作交流策略以及自我调节策略在性别、学历及学科背景间均存在显著性差异,反思性学习策略无显著性群体差异。