永恒的生命之舞

《散文海外版》的《百期精华》选编的是100期中100位名家的100篇散文力作。编选时十分看重作品体现出的生命感悟和人文情怀。生命感悟和人文情怀,是散文的灵魂和生命线。     

试论中职医护学校体育教学社会适用人才培养

体育课是通过树立＂健康第一＂的意识和体育活动的锻炼来促进人的健康,这与医护人员通过治疗、照料使病人恢复健康有异曲同工之处。所以中职医护学校体育教学应树立为社会培养适用人才的信念,强健学生身体,为学生作好体力储备;健美学生形体,提高学生从业自信心;开展团体性体育活动,培养学生协同合作精神;编制体育处方,教授适用技能。     

‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback

This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to this emerging field. Semi-structured interviews with 24 first-year undergraduate students from the Humanities and Social Sciences department in a post-1992 institution were conducted. The interview narratives identified how the emotional impact of feedback was related to: prior experiences of education, the significance participants attached to the feedback received on their first assignment and how their interpretations of feedback comments were linked to beliefs about themselves as learners. The implications of these experiences on student ‘belonging’ and learning are discussed. The underlying themes that emerged from the findings are the polarised emotions of anxiety and confidence. Based on the findings, the paper concludes by making recommendations for reconceptualising feedback on first-year assignments. It suggests that a holistic assessment approach, which incorporates timely feedback indicating if students are ‘on the right lines’ with low-stakes assignments, is a practice that may both reduce anxiety and increase confidence to support students.     

高校二级学院的发展特色策略探究——以湖北师范学院教育科学学院为例

面对日益激烈的竞争,地方高校二级学院的现实选择就是走特色发展之路.分析湖北师范学院教育科学学院走特色发展之路所拥有的机遇和面临的挑战,在此基础上提出了学院特色发展的推进策略.     

From mainstream school to pupil referral unit: a change in teachers’ self-understanding

As teachers are at the heart of education, a substantial number of studies have researched the perception that mainstream school teachers have of themselves in relation to their work. This investigation extends this field of inquiry by examining how teachers’ self-understanding is altered when they transfer from mainstream to special school education. This study adopts the methodology of interpretive phenomenological analysis (IPA) to examine in detail how three female teachers in inner London experienced the transition from mainstream secondary schools to teaching in alternative provision for excluded students referred to as a pupil referral unit (PRU). Central to IPA is how an individual experiences a substantial change in life and the influence this may have on his or her world views. The research approach adopted is, therefore, idiographic and reliant on the experiences of a small number of participants. The findings from this investigation indicate that the participants chose to leave mainstream school education when they came to the self-realisation that they wanted to engage in more creative and personally engaging professional practice with a stronger moral purpose. When they started to teach at a PRU, the more persistent and personal relationships with their students brought about a substantial change in self-understanding.     

Teaching Communication Skills to Medical Students: Unexpected attitudes and outcomes

Experiences in teaching communication skills to medical and veterinary medical students are described. The first involved unexpected attitudes of resentment arising when students took on the role of a patient undergoing a clinical examination. The emergence of empathy as a learning issue due to greater self-awareness was a useful outcome. The second involved resistance to dealing with ethical problems arising during problem-based learning cases. These two emotionally laden attitudes would not have been revealed if more passive traditional ways of teaching had been used. While ability to empathise with another and the ability to deal with difficult interpersonal situations are desirable in the medical professional, there is a paucity of teaching approaches dealing with this aspect of self-development in the undergraduate curriculum. This poses a real challenge to us as facilitators of learning.     

英国中小学“社会与情绪学习”课程述评*

近年来,儿童与青少年的情绪与心理健康问题日益突出,发达国家与发展中国家同样面临严峻挑战。2007年联合国儿童基金会的研究报告中将英国儿童评为欧洲最不幸福的儿童,引起了英国政府的高度重视。同一年,英国引进了国际组织CASEAL开发的“社会与情绪学习”课程,在缓解儿童与青少年情绪与心理健康问题上取得了良好的效果,所采取的应对措施和成功经验,值得我国学习借鉴。     

2004-2006年中国新闻学与传播学期刊二次文献转载及Web即年下载率分析

二次文献和网络文献的利用,增加了信息交流和原始文献的利用率,也向读者揭示了期刊论文的学术价值。本文就我国新闻学与传播学期刊的二次文献转载及Web即年下载率的数据进行比较分析,客观评价新闻学与传播学期刊的学术水平与学术质量,同时也为期刊发展方向提供参考。     

Classroom Community and Peer Culture in Kindergarten

This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s social development and creation of a peer culture during the transitional months into public education. The main focus of the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class.