体育生活化探析--我国居民的体育生活化状况

体育生活化就是指人们为了获得健康,使体育活动行为渗透到个人或家庭生活当中,成为家庭生活支出构成的一种日常行为.体育人口和体育消费决定体育生活化的水平.人们对体育的认识、态度、价值观、收入水平、闲暇时间、生活环境、生活方式等因素对体育生活化的进程产生影响.我国东部地区的体育人口和居民的收人明显高于西部地区,东部地区应该倡导和推行体育生活化,而西部经济欠发达地区目前推行体育生活化还不太现实.     

书法教育中的美学追求

中国书法教育是以技巧开始 ,进行审美目标的选择、阐释技理 ,显示文化素养的形式美 ,以追求人格完善为终。它唤起历代受教者对艺术、对自身的郑重审视 ,从而成为具有文化素养等综合能力的人才。书教是手段 ,人教是目的 ,只有这样 ,才能使书教的美学理想逐渐成为现实。     

沿“源”而居,随“道”而行——现象学视域中《老子》的“道”

"道"是中国思想文化核心范畴之一。从古至今对《老子》的"道"的解读却有些粗略,没有真正指向"道"的本义。《老子》的"道"不是具有"生产"功能的实体,不是规律法则,不是辩证哲学观念,不是退隐生活情态,它不是"什么"。《老子》的"道"指向的是万事万物成为万事万物的"成为",是万事万物如何不被扭曲、遮蔽、掩盖,而如其本身一样地成为自身的"如何"。     

地来上谷逃禅易,人近中年弃世难--郁达夫与禅宗文化关系论之一

郁达夫一生始终与婵宗保持着明显的精神关联,早在留学日本时期,他就由于家庭影响,环境的刺激以及性格上的原因,几度萌发出家参禅的念头。回国后,失业与贫困的打击,与世不谐的孤寂,对革命和现实的严重失望以及肺病的折磨,进一步强化了他的循世心态,以至于“出家”,“遁世”,“逃禅”成为他20年代众多作品中引入注目的主题。     

论中国近代武术的发展与演变

本文根据相关史料,对中国武术在近代史上的发展与演化,从历史转换时期的传统的武术、传统与现代碰撞中的中华武术和近代体育不平衡发展时期的武术三个不同的历史阶段进行了分析。结论认为传统武术的继承与发扬、传统武术在中国体育近代化历程中的净化以及武术的逐渐走向科学化,为新中国武术的发展打下了基础。     

编辑学者化与编辑的价值实现

编辑学者化是提高编辑社会价值和自我价值的重要途经。编辑的社会价值，就是编辑对社会需要的满足。只有学者型的编辑，才能在提高自己的社会价值即社会生产价值的同时，提高学报的社会价值，以满足社会科学进步的需要。编辑的自我价值，就是编辑对自己的物质需要和精神需要的满足。提倡编辑走学者化的道路，有助于编辑自身的素质提高和创造精神的发挥。     

富裕阶层：在中国的形成原因及社会意义

富裕阶层的存在，是实现共同富裕过程中的伴生现象，是实现共同富裕的途径。它形成的原因，主要是党的政策、知识因素、市场经济规律的作用、收入分配政策的多样性以及经济体制在转轨过程中法制不健全造成的，富裕阶层的存在具有重要的社会意义，对落后地区经济的发展，一方面起着榜样、帮助支持和舆论导向作用，另一方面也有消极作用。我们应当通过依法保护合法收入，取缔非法收入，调节过高收入等措施发挥其积极作用，限制它的消极作用，避免贫富悬殊，两极分化的现象，只有如此，才能加速经济的发展，实现共同富裕的目标。     

高职课程整合视阈:课程项目化与项目课程化

项目化课程是高职课程改革的一种重要形式,其实质就是课程与项目的双向整合,即课程项目化与项目课程化。课程项目化是把课程转化成项目来学习,需要经历工作任务分析—课程门类确定—教学设计实施的结构转换,变理论学习过程为项目完成过程。项目课程化,即把项目转化为课程来学习,选择适合教学的项目,项目转化要遵循典型性、覆盖性、可迁移性、递进性、可行性原则。     

科场命运对蒲松龄创作求财致富题材作品的影响

蒲松龄痴迷科举考试,一生共参加了十次乡试,但皆以失败告终,至死没能跨过秀才的门槛。科举不遇带给蒲松龄最直接的后果是终生不易的生活窘迫困苦,因此,他把摆脱这种经济状况的愿望融入《聊斋志异》的创作,为自己这样的读书人设计了种种求财致富的方式,借助这些作品传达自己内心深处潜隐的脱贫意识,从中“获得一种假想的满足”。     

Moving into and out of high-performance sport: the cultural learning of an artistic gymnast

Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport.

Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention.

Method and theoretical perspective: An in-depth biographical interview was conducted with Marie. Further, the first author's personal knowledge of this gymnast's career experiences was used for contextualisation. The analysis of data involved the identification of learning outcomes during her time in high-performance WAG and post-retirement. Storied accounts surrounding the key learning experiences were compiled. In order to understand Marie's learning, cultural perspective of learning developed by education scholars and the respective metaphors of ‘learning as becoming’ and ‘horizons for action’ and ‘horizons of learning’ are employed.

Findings: Marie's choice of relocating to train with the national team involved her assuming a temporary orientation towards the requirements of the high-performance WAG context she entered. To achieve this, Marie suppressed the dispositions she had brought to this setting and adjusted her training philosophy, relationship with her coach, diet and socialising. Further, despite Marie intending to only momentarily adjust to the practices of the high-performance context, her learning was deep. Upon retiring from gymnastics, she could not leave the high-performance gymnastics self behind. The subsequent process to adjust to life without gymnastics was difficult and testing, and could only be realised with professional treatment.

Conclusion: Learning in sport is not limited to athletic skills. Athletes’ selves are formed in interaction with sporting contexts and actors. This embodiment can become durable and cause significant conflict when moving out of sport. To handle life without sport, adjustment may be challenging and lengthy.

Recommendations: Sporting cultures should allow for more interactive learning and athlete diversity. Coaching practices that allow athletes to voice difficulties should be provided. Athletes should be encouraged to reflect upon their sporting experiences and upon leaving high-performance sport, should be (professionally) supported.