美好乡村环境治理中的政府行为--以安徽乡村为例

在推进美好乡村建设的进程中,环境治理是其间的一项急迫任务。任务的完成既离不开社会力量的广泛参与,更需要各级政府切实履行职能。一方面需要政府提供保护环境的公共物品,另一方面政府尚需“有所作为、善于作为”。政府尤其是县乡基层政府有所作为,尚需明确并适度强化基层政府的环境治理职能;坚持规划引领、示范带动,稳步推进乡村环境改善;完善基层政府的乡村环境考核激励机制;加大环保宣传力度,着力提升民众的生态环保意识;通过政策扶持、简政放权等多项举措培育民间环保非政府组织。     

跳跃运动员起跳过程的肌肉工作方式与专项力量训练

本文对跳跃运动员起跳过程的肌肉工作方式特点进行了运动学、动力学探讨、观点新颖，对跳跃运动员的专项力量训练进行了再认识，并介绍了一些训练手段和方法，对指导科学训练及提高专项运动成绩有实际意义。     

篮球篮板球反弹规律及拼抢行为的研究

数据统计及分析结果表明篮球比赛中,投篮未中的球其反弹方向、落点、分布区域是有一定规律的,认识和掌握其规律,有助于队员及时、准确的判断,并采取前瞻性行动.通过对比赛中队员抢篮板球行为的分析,可揭示队员抢篮板球行为过程中主观内在的隐性心理活动,从而为心理方面的训练、培养以及教学提供参考和依据.     

论外语教师反思能力的培养

反思是能动的审视 ,检验理性认识并进行加工的过程。反思是教师职业发展和自我评价的有效途径 ,教师教育方案应该纳入反思性教育理念。从反思的内涵入手 ,探讨了外语教师反思能力的培养方法 ,并提出建设性的建议     

浅析初学太极拳的外形教学

太极拳动作比较复杂,经常伴有转体和改变方向,使初学者往往手脚不能兼顾,很难形成完整的动作技能。文章针对这一情况,提出对初学者首先要加强脚步练习、路线练习和规格练习,即注重外形教学。只有加强了外形教学,才能为高级阶段的重“意”打下坚实的基础。     

学会共处：儿童道德成长的阶梯

无锡五爱小学提出建构“共处德育”模式。“共处德育”模式的基本特征是尊重差异,和而不同;屏弃说教,践行养德;培育情感,智德统一;育己育人,师生共长。“共处德育”按年段分三种样态:家庭式共处、小组式共处和社区式共处,分别提出培养目标和实施策略。“共处德育”模式的课题研究促进德育教师成长。     

田径运动技术学习的基本心理学条件

运用文献资料分析法进行了分析与综合,借鉴运动心理学和现代认知心理学的基本理论,结合田径专项运动技术基本理论,从感知觉、专门化知觉、动作图式等3个方面,对田径运动技术学习的心理学条件进行了分析与研究.     

“Gymnasts Are Like Wine,They Get Better With Age”: Becoming and Developing Adult Women’s Artistic Gymnasts

Women’s artistic gymnastics is commonly understood to require early entrance and intense training during childhood. Most gymnasts retire before reaching adulthood. In recent years, the gymnast population at the highest level has “aged.” In this article, we adopt a socio-pedagogical perspective to explore the training contexts, pubertal development, and associated learning 10 older elite gymnasts reported. We develop a cultural perspective of gymnast development and show that transitioning through puberty allowed the gymnasts to extend their careers. Support from their coaches and parents, self-reflective time, and genetic predispositions facilitated the transitioning. Through this, gymnasts gained control over self, body, relationships, and performance. In conclusion, we provide implications for gymnast development practice.     

Three secondary school teachers implementing student-centred learning in Iraqi Kurdistan

In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study.     

How can a clinical research approach contribute to knowledge-building for the teaching profession?

This article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. Clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.