论基于阳光童谣的小学德育

所谓阳光童谣,就是内容积极、健康、向上,对儿童正确人生观、价值观的形成具有良好导向作用的童谣。它以其自身的快乐性、生活性、闲暇性、多样性等特点天然地成为小学德育的新路径。因此,应以阳光童谣为载体进行小学德育,并构建阳光童谣所寓含的小学德育内容。在实施方面,具体可以采用使阳光童谣课程化,开设阳光童谣校本课程;将阳光童谣融于学科教学之中;组织丰富多彩的阳光童谣活动,巩固德育成效;创建阳光童谣氛围,形成校园文化等多种途径来实施基于阳光童谣的小学德育。在实施的过程中,要注意以＂阳光童谣＂抑制＂灰色童谣＂。     

The views of primary pupils on school attendance at Key Stage 2 in Wales

This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research.     

School engagement and rights‐respecting schools

Disengagement in school is associated with behavioral problems and decreased academic achievement. In contrast, pupils who are engaged in school develop the academic and social efficacies that underlie successful adulthood. Moreover, engagement promotes educational resilience. This study examines pupils’ self‐reported level of engagement in schools that are explicitly respecting of children’s rights compared with pupils in traditional schools. The Young Students’ Engagement in School Scale was developed and used with 1289 9‐ to 11‐year‐olds from 18 schools, six of which had fully implemented the Hampshire Education Authority’s Rights Respect and Responsibility (RRR) Initiative. Factor analysis indicated four dimensions of engagement: rights‐respecting climate; interpersonal harmony; academic orientation; and participation. Pupils in RRR schools had higher scores on all but the academic dimension. The findings suggest the potential of rights‐respecting schools in promoting engagement and the potential utility of the measure in identifying areas in which pupils’ engagement may need intervention.     

Exploring bilingualism in a monolingual school system: insights from Turkish and native students from Belgian schools

A growing body of empirical studies indicates the educational benefits of bilingualism. Despite this tendency, bilingual minority students are being pressured by school authorities to shed their mother tongues. We conducted qualitative interviews with Turkish‐bilingual and native‐monolingual students in Flemish (Belgium) secondary schools to investigate how students evaluate their languages, how Dutch monolingualism is imposed, and how students respond to the dominance of monolingualism. Our results indicate that the mother tongues of bilingual students are mainly perceived as a barrier to educational and occupational success, while the benefits of bilingualism are unknown. Thus, both Turkish‐bilingual and native‐monolingual students approved of speaking one language. We also found that monolingualism was strongly imposed on students by explicit encouragement, formal punishment when bilinguals speak their mother tongue, and exclusion of foreign languages from the cultural repertoire of the school. These results are discussed as they relate to policy‐makers, scholars of bilingualism and institutional racism.     

How bilingual is bilingual? Mother-tongue proficiency and learning through a second language

In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second language. However, first-language competence has been shown to affect learning in the second language. This paper looks at pre-school migrant children in a bilingual context and investigates the nature of the children's bilingualism. Findings show that they do not have the same level of mother-tongue competence as children brought up in their country of origin. The paper goes on to consider the reasons for these differences in mother-tongue competence and possible responses. The paper concludes that for these children, nursery education in the mother tongue could raise levels of competence in the second language and increase wider educational opportunities, as well as contributing to mutual respect, social cohesion and harmony. There is a complex relationship between mother-tongue development, children's self-esteem, educational opportunities and second-language learning. This paper considers how this complex relationship affects groups of children in four European contexts: Turkey, Norway, Germany and Austria.     

‘Go,go on and go higher an’ higher’. Second‐generation Turks’ understanding of the role of education and their struggle through the Dutch school system

With reference to capital theories and rational choice theory, this paper aims to understand how abilities and schooling ambitions are intertwined with social class, gender and ethnicity. By drawing on 16 in‐depth interviews carried out with highly educated second‐generation Turks in the Netherlands, the paper discusses the resources, opportunities and educational attitudes of young people, together with the role of the school system and that of teachers in perpetuating ethnic inequalities in schooling, with special emphasis on gender differences in schooling ambitions.     

Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers

This article outlines criteria of acceptability for teacher assessments (credibility, dependability, fairness), the major dimensions of teacher assessment (attributes, behaviours, knowledge), details the methods used by the United States National Board for Professional Teaching Standards, and places a major emphasis on assessment schemes based on teacher effects on the students (value-added models, achievement, quality of learning, and normative reference points). Given that the majority of teachers are acceptably proficient, the major argument for teacher assessment should be to identify and promote excellence, to guide professional development programmes, and to demonstrate to the education/school communities that excellence is present, fostered, and esteemed.     

United in Protest: From ‘Living and Dying with Our Colours’ to ‘Let All the Colours of the World Unite’

Istanbul's ‘Big Three’ football clubs, Be?ikta?, Fenerbahçe and Galatasaray, dominate the Turkish Super League. The matches between these fiercely rival teams, also known as ‘derbies’, are often intense and culminate in the eruption of violence, which has even been fatal on occasion. To many people's surprise, the anti-government protests which were sparked by outrage over police action against environmental protestors in May 2013 brought these eternal rivals together. Thousands of Be?ikta?, Fenerbahçe and Galatasaray supporters marched arm-in-arm to Taksim Square and demanded justice and freedom. Out of this solidarity is born Istanbul United, a seemingly new fan group with a new logo that combines the three rival logos. Çar??, the legendary fan group of Be?ikta?, also played an important role in the protests and received the support of all football fans as well. This paper will focus on the politicisation of football in Turkey during the second half of 2013. By looking at both the political role of football fans of the ‘Big Three’ during and after the Gezi protests, and the ways in which mutual respect and solidarity is born among diverse protesters, this paper discusses the possibilities of translating this positive genre to a peaceful spectatorship in Turkish football.     

小学高年级学生体育课"自主探究学习"模式的构建

探索了在班级授课制条件下,实施以学生自练、议练、创练为一体的体育课“自主探究学习”模式。     

小学生体育现状的调查研究

运用查阅文献资料、问卷调查和数理统计法,对蚌埠市6所小学五(一)班学生体育现状作了调查研究,结果表明小学生对体育活动有着广泛的兴趣,学生体育活动的实践已大大超过了<体育教学大纲>的要求.加强对课外体育的组织、竞赛和指导,开发体育设施资源,进一步激发学生的运动兴趣,培养学生终身体育的良好习惯.