试论中国武术推广与对外汉语教学协同发展

中国武术有着悠久的发展史,但是要实现国际性的推广还需要我们更多的努力。文章以中国武术的发展史为铺垫,以提升对外汉语教学质量为依托,分析了武术推广与对外汉语教学之间的关系,得出协同发展的结论。     

Lenguaje social,identidad e inclusión escolar en el discurso de los maestros

Resumen

La amplia incidencia del fracaso escolar en determinados grupos minoritarios sólo puede ser entendida desde un enfoque multidimensional. En este artículo se aborda una de estas dimensiones, el rol del contexto escolar en la construcción de la identidad. Para ello, desde una perspectiva ecológica y cultural, se adopta el concepto bakhtiniano de lenguajes sociales y se analizan los procesos de privilegiación de los mismos en la escuela. La investigación consiste en el análisis del discurso de maestros acerca de sus alumnos en escuelas en las que la mitad o más de la población pertenecen a la etnia gitana, y el resto forman parte de familias inmigrantes. El material obtenido en grupos focales se analiza mediante la herramienta ATLAS. ti. Se hallan dos tipos de discurso, el que privilegia un único lenguaje social y el que no lo hace, y se discuten sus diferentes impactos en la inclusión educativa en la escuela intercultural.     

晏阳初平教运动对儒家教育思想的批判继承及对当前农村教育的启示

二十世纪二三十年代,晏阳初在河北定县开展了一项轰轰烈烈的平民教育运动,前后历时十年。儒家的民本主义教育思想一直是晏先生从事平教工作的强大精神支柱,但先生在他的实践活动中并没有将其精华与糟粕全盘接收,而是通过理性思考对儒家教育思想有扬有弃。本文以"弃"为立足点,就先生对儒家教育思想的批判继承,从教育内容、教育目标、教育方法三方面加以阐述,并对当前的农村教育做出几点思考。     

对外汉语听力教学中的语言模式识别

听力理解活动要依附于具体语境进行。在接收言语信号之后，听者只有依据语境对语流进行准确的切分。才能顺利解码。解码之后，听者必须及时将言语信号中涉及的知识点纳入记忆中。汉语语言模式的构建和匹配是学习者掌握语言知识、提高即时记忆效率的关键。在讲解知识点时，教师就要为学生构建语言模式，创设语言模式识别的语境。     

‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.     

伍廷芳的幕僚生涯

伍廷芳1882～1896年应李鸿章邀请供职北洋幕府。在近14年的幕僚生涯中，他参与了中法、中日战争的军务筹划、战败条约的签订、对外事务的交涉、铁路和电报的实业筹划等，这些活动为他后来取得重大成就打下了基础，同时，他的幕僚生涯也从一个侧面揭示了近代中国人曲折的报国道路。     

“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.     

‘We are more than EFL teachers – we are educators’: emancipating EFL student-teachers through photovoice

The prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, thereby setting a memorable educational example for their own future teaching.     

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.     

A collaborative assessment of students’ placement learning

The research informing this paper set out to investigate the qualitative experiences of students, supervisors and tutors involved in a summative collaborative assessment of placement learning on an undergraduate professional qualifying programme in the UK. Analysis of data gathered through semi-structured interviews provides valuable insights into its use. In particular, engagement in a collaborative assessment brings a degree of exposure for all concerned. Participants need to feel ‘able’ to participate, and ability to participate is linked to notions of agency and autonomy. Collaborative assessment design needs to acknowledge power relations and include strategies to reduce imbalances. The importance of recognising and working with the complexities of assessment should not be underestimated. Criterion referencing offers a guide to support consistency but can also falsely present assessment as mechanistic and instrumental. The research shows that it is in the ‘doing’ of assessment that a ‘shared language’ is developed. It demonstrates the value of active student engagement in assessment in relation to the construction and use of theory, developing reflective practice and assessment literacy. The collaborative assessment provides students with the opportunity to experience a ‘performance of understanding’ in a community of practice that, whilst pressured, reflects ‘real’ professional life.