论人本主义思想对贵州中小学教师师德建设的启示

在对贵州中小学教师师德建设问题上,受马斯洛的需要层次理论的启发,主张应积极为他们改善环境和创造条件,满足其基本的需要,充分发挥教师在师德师风建设中的主体性、能动性,师德建设才会更加健康和谐的发展。具体启示为：创造物质条件,关心、满足教师的基本、合理需要;注重落实国家政策,创造条件,满足安全需要;创造良好的人际关系氛围,满足教师社交的需要;理解、信任教师,听取他们的意见和建议,满足尊重的需要;为教师搭建施展才华的平台,满足其成就感和创造欲。     

加强学校体育促进中学生体质健康研究

改革开放后,中国经济不断发展,人们生活水平不断提高。国家需要培养包括德、智、体、美、劳5个方面都符合要求的人才,我国在教育方面的投入很多。这就是我国进行体育教育的原因,引起了前所未有的关注。然而,在传统的中学教育的影响下,一些学校仍然没有发展体育教育,而是用文化课程代替了体育教育。为了提高学生的身体质量,作为当前学校体育运动强劲发展的一部分,中学应继续关注体育锻炼并改善体育锻炼,这很可能需要根据各个学生的兴趣来实施。为了提高中学生的体育表现,学校需要明确体育锻炼目标,使中学生的身体素质得到全面提高。     

The majority influence on interminority attitudes: The secondary transfer effect of positive and negative contact

Among minority members, positive contact with the majority was previously found to improve not only the attitudes toward the majority but also the attitudes toward minority outgroups (the secondary transfer effect; STE). However, the roles of negative intergroup contact and minority groups’ social status in the STE have not been yet examined. Therefore, in the present study, we investigated the association between both positive and negative contact with the national majority group (Finns) and mutual attitudes among high-status Estonian (n = 171) and low-status Russian (n = 180) immigrants in Finland. Two mediators of the STE were tested: attitudes toward the majority (attitude generalization) and public collective self-esteem (diagonal hostility). While positive and negative STEs emerging via attitude generalization were expected to occur among both immigrant groups, the mediating effect of public collective self-esteem was assumed only for members of the low-status group. In both immigrant groups, the relationship between positive contact with the majority group and attitudes toward the other immigrant group was positive and indirect through more favorable attitudes toward majority group members. The same mechanism characterized negative contact, where the indirect effect was mediated by less positive attitudes toward Finns. As predicted, public collective self-esteem mediated the effects of positive and negative contact with majority group members on attitudes toward the other minority only among low-status Russian immigrants. The results call for the acknowledgement of different mechanisms explaining the STE among minority groups enjoying different social statuses in host society.     

对中等职业学校女生体育课兴趣的调查分析

目的:了解和掌握中等职业学校女生体育课兴趣及相关情况,以便更好地提高教学效果。方法:运用问卷调查、个别访谈、查阅文献资料、观察和资料统计等方法,对福建六所中等职业学校女生体育课兴趣进行调查分析。结果:要提高女生对体育课的兴趣,首先要提高教师的素质,其次要根据女生的特点有针对性的采取多种教学手段。     

刍议中专学生终身体育能力的培养

本文根据中专学生的特殊性 ,从理论角度简述在体育教学中对学生进行终身体育能力培养的必要和紧迫性。着重从四个方面进行探究 :1、培养体育锻炼兴趣 ,使之成为自觉行动 ;2、掌握体育知识技能 ,培养基本体育活动能力 ;3、形成良好的锻炼习惯。 4、培养安全意识 ,为终身体育服务。四者形成有机整体 ,兴趣是前提 ,技能是基础 ,养成习惯才能持之以恒 ,而安全意识则是健身的保证。     

Emotions correlate with perceived mental effort and concentration disruption in adult sport performers

Abstract

Two studies explored the relationship between emotions, perceived mental effort and concentration disruption in adult sport performers. In Study 1, semi-professional association football players completed questionnaire measures before and after a competitive match. In Study 2, student athletes completed questionnaire measures for two performance scenarios: one in which they were performing above their normal level and one in which they were performing below their normal level. Findings demonstrated that cognitive trait anxiety was associated with greater disruptions in concentration but was unrelated to mental effort. For state measures, athletes reported greater levels of concentration disruption when experiencing high levels of anxiety or high levels of happiness, and fewer disruptions in concentration when experiencing high levels of excitement. Findings also showed that excitement was associated with low levels of mental effort during good performances and high levels of mental effort during poor performances; anxiety and happiness were associated with high levels of mental effort during good performances and low levels of mental effort during poor performances. Taken together, these studies point towards potential benefits accompanying high levels of excitement and potential disadvantages accompanying high levels of anxiety and happiness.     

湖南省中小学“体育艺术2+1项目”体育技能类项目优化研究

基于优化湖南中小学"体育艺术2+1项目"体育技能类项目的目的,运用问卷调查和专家访谈以及不同学段和项群训练理论两种视角,研究发现湖南中小学生可以选择体育舞蹈、篮球、游泳、足球、乒乓球、羽毛球、形体操和跳山羊等项目,可以选择技能主导类表现难美型项群、技战能主导类隔网对抗型项群和技战能主导类同场对抗型项群中的体育项目;同时建议对体育技能类项目的选择和优化要因地制宜,符合地域特色。     

情感与符号--《伤逝》的语言艺术赏析

鲁迅的短篇小说《伤逝》,以苏珊·朗格的符号论美学来解读它的语言艺术特色,有以下三个亮 点:一、符号的节奏美;二、符号的形象美;三、符号的个性美。     

Higher education students’ achievement emotions and their antecedents in e-learning amid COVID-19 pandemic: A multi-country survey

The outbreak of the COVID-19 pandemic has had a wide range of negative consequences for higher education students. We explored the generalizability of the control-value theory of achievement emotions for e-learning, focusing on their antecedents. We involved 17019 higher education students from 13 countries, who completed an online survey during the first wave of the pandemic. A structural equation model revealed that proximal antecedents (e-learning self-efficacy, computer self-efficacy) mediated the relation between environmental antecedents (cognitive and motivational quality of the task) and positive and negative achievement emotions, with some exceptions. The model was invariant across country, area of study, and gender. The rates of achievement emotions varied according to these same factors. Beyond their theoretical relevance, these findings could be the basis for policy recommendations to support stakeholders in coping with the challenges of e-learning and the current and future sequelae of the pandemic.     

Pride as moral motive: moral pride and prosocial behaviour / El orgullo como motivación moral: orgullo moral y conducta prosocial

Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life.