Exploring physically active play in the early childhood curriculum from a complexity thinking perspective

This paper conceptualizes the teaching and learning of physically active play (PAP) in the early childhood curriculum. The conceptualization emerges from ‘doing complexivist bricolage’ and draws on complexity thinking features and concepts to position teaching and learning in PAP as children and teachers together exploring three different and coupled facets: fundamental movement patterns, group movement activities and group games. The three facets are different and coupled to highlight that they can be viewed as simultaneously separate and inseparable. This allows us to make sense of each facet and remind us that they are mutually influencing. Exploring fundamental movement patterns means focusing on exploring patterns and variations associated with one or more particular movement skills and balancing skills, and doing so in the context of individual activities, group movement activities or games. Exploring group movement activities involve children moving with their bodies as they engage in rhymes, songs and stories, thereby enabling children to develop both fundamental movement skills and literacy skills. Engaging in group games focuses on supporting children to learn the nature of games as socially constructed activities with some explicit rules agreed upon by players. I position teaching and learning as acts of joint exploration that embrace diverse learners (children and teachers) and different learning outcomes for individuals. In this joint exploration, the teacher plays two important roles: (1) fostering children’s and their own confidence and competence in PAP and (2) creating conditions that simultaneously constrain and enable as they follow, generate and sustain children’s interests in their explorations together. This approach enables teachers to respond to children’s interests and co-create learning situations with children in ways that are emergent and meaningful to all. When used in conjunction with mandated curriculum frameworks, it can open up possibilities for curriculum, teaching and learning for children and teachers.     

Which space? Whose space? An experience in involving students and teachers in space design

To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.     

高氟地下水饮用处理浅探

本文探讨了高氟地下水饮用处理的主要方法、基本原理、工艺流程等方面的一些问题,包括铝盐凝聚法、离子交换法、电凝聚法、电渗析法、反渗透法等,对这些方法,作出了评价,并介绍几种饮用处理的工艺流程。     

微波辅助萃取大蒜有效成份方法的研究

本文用微波辅助萃取技术萃取大蒜有效成份,并与传统方法进行了比较．证明本法具有：时间短、产率高、操作简单、节约能源等优点实践证明微波辅助萃取的效率是索氏萃取器的1000多倍,能源节约600倍     

三极管反向有源区的讨论

通过对有源区放大系数的分析,导出了双极型三极管工作在反向有源区的电流放大系统,并与正向有源区的电流放大系数进行了比较和分析讨论。     

对零序有功功率选线方法的探讨

对自动跟踪消弧线圈接地系统进行了仿真研究.结果表明:零序功率震荡和采样误差是造成零序有功功率选线方法不准的两个主要因素.为了减小这两个因素的影响,对零序有功功率选线方法的模型进行了改进,并利用MATLAB软件对改进模型进行了验证.     

网络环境下高校图书馆个性化服务模式探讨

从适合网络环境的个性化服务平台的建立和多样化个性化服务方式的开展两个方面探讨了高校图书馆个性化服务模式的建立过程、步骤和方式方法，阐明了这一模式的建立是当代高校图书馆发展的必由之路。     

论自我意识及其与自我之关系

本文包括两个方面的问题:自我意识问题;自我与自我意识的关系以及自我发展完善中自我意识的作用。在前一问题中,阐明了作为人的意识的两个方面的自我意识与客体意识之间复杂、深刻的关系,自我意识在人类适应活动中的巨大意义,并对各种歪曲和贬低自我意识作用的思想错误进行了分析、评价;在后一问题中,对自我从物质自我,到社会自我,精神自我,从被动自我到主动自我的发展过程以及自我意识的变化在这一过程中的作用作了分析说明。其中特别强调了物质自我、社会自我、精神自我三者之间的协调和转化,尤其是精神自我中的主动自我和被动自我之间的协调和转化的重大意义。     

大学体育开展心理拓展训练的积极影响

当今大学生普遍存在着不同的心理压力现象,通过大学体育教学开展心理拓展训练,提高大学生的心理素质,在生活中使大学生树立明确的人生目标,具有坚韧不拔的意志品质,潜移默化地逐步培养自己克服心理恐惧,勇于挑战自己,从中塑造冷静、果断、坚韧不拔的良好意志品质,在当今大学生体育教学中开展心理拓展训练是有必要的、可行性的。     

论“教育标准”——一个批判性的视角

重点选取教育标准作为研究对象,充分肯定了教育标准在教育发展过程中所作出的重大贡献,但也从一个批判性的视角指出了教育标准的局限性及其可能带来的危害。在我国各项教育标准纷纷出台之际,为标准制定者以及标准使用者看待和反思标准提供一个新的视角,旨在最大限度的发挥教育标准所起的积极作用,抑制其可能的消极影响。