Finding the common ground: Teachers' and employers' representations of English in an assessment context

There has been a long‐standing debate about how ‘English’ can be defined. Educational policy changes have typically been driven by differing representations of the subject, and have ranged from broad ‘aesthetic’ definitions to more narrow ‘functional’ views. The present study aims to analyse areas of consensus and contention in stakeholders' discourse regarding English. A questionnaire‐based survey and focus groups were used to explore how teachers and employers viewed English as a subject. Their views were conceptualised into three themes: the importance of functional English; English as atomistic versus holistic study; and English as critical thought. These themes are discussed in relation to historical definitions of ‘English’, and their implications for the future reform of English qualifications.     

Six into One: The Contradictory Art School Curriculum and how it Came About

This article reports historical research which sought to understand the present‐day post‐secondary art curriculum through analysing its history in terms of changes in conceptions of art. It found that there have been six distinctive curricula: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, it has co‐existed with much contained in a previous one. Most of the curriculum changes have taken place in the past 65 years. During this time, there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post‐Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, it appears that there is nothing which all students have to learn. It can be problematic that one part of the curriculum is in contradiction to another part, and moreover this lack of a core raises fundamental, ontological questions about what art as a discipline is.     

新课程背景下师生教学行为的异化与矫正

新课改以来,由于对课改理念的僵硬化解读,学校精细化管理制度带来的压抑与控制,以及盲目模仿带来的伤根性移植,师生教学行为出现了异化现象:教学资源开发异化为材料的堆砌,教学方法选择异化为学生盲目的探究,教学环境营造异化为缺乏深度思维的"热热闹闹",教学评价异化为盲目赞扬。对课改理念进行个性化解读,学校积极营造创造性教学氛围,以及唤醒师生主体意识是教学异化行为矫正的重要路径。     

高校团体学习型党组织建设探讨

中国特色社会主义实践在深入,不断学习、善于学习,努力掌握和运用一切科学的新思想、新知识、新经验,是党始终走在时代前列引领中国发展进步的决定性因素。在全党营造崇尚学习的浓厚氛围,积极向书本学习、向实践学习、向群众学习,优化知识结构,提高综合素质,增强创新能力,使各级党组织成为学习型党组织、各级领导班子成为学习型领导班子。     

The effect of smartphones and playing video games on decision-making in soccer players: A crossover and randomised study

ABSTRACT

The objective of this study was to analyse the effect of the use of social networks in smartphones or playing video games on the passing decision-making performance in professional soccer athletes. Participants were 25 male professional soccer athletes (mean ± SD: age 23.4 ± 2.8 years). The participants performed three randomised conditions divided into three groups: control (CON), smartphone (SMA), and video game (VID). Before and after each experimental condition, the Stroop Task assessed the level of induced mental fatigue. Then, the athletes performed a simulated soccer match. A CANON® camera recorded the matches for further analysis on passing decision-making performance. A group effect was identified (p < .01) with impairment on passing decision-making performance for the SMA (p = .01, ES = 0.5) and VID (p = .01, ES = 0.5) conditions. We concluded that the use of social networks on smartphones and/or playing video games right before official soccer matches might impair the passing decision-making performance in professional soccer athletes.     

Body composition differences by age and playing standard in male rugby union and rugby league: A systematic review and meta-analysis

ABSTRACT

This systematic review and meta-analysis aimed to determine differences in body compositionn between playing standard and age in male rugby union and rugby league athletes. The MOOSE (Meta-analysis of Observational Studies in Epidemiology) guidelines for design, implementation, and reporting were followed. Studies were required to be in male rugby union or league and have body composition as the primary or secondary outcome. Data was required to be presented separately for positional groups and body composition presented as whole-body. A systematic search was performed in PubMed, Cochrane Library, MEDLINE, SPORTDiscus, and CINHAHL via EBSCOhost. 57 studies were included for meta-analysis. Results highlighted significantly higher fat-free mass in senior elite than senior sub-elite or junior elite athletes for all RU and RL forwards. Small and non-significant differences were found in fat mass between rugby union playing standards and age categories. Rugby league senior elite forwards had less fat mass than junior elite forwards. Practitioners should prioritise training and nutritional strategies that maximise fat-free mass development, especially in junior elite cohorts.     

我们该怎样做研究——对课程与教学论主流研究范式的反思

重理论思辨、轻实践研究,研究方法简单粗糙,是当前课程与教学论主流研究范式的两大缺陷。欠缺科学精神、方法意识薄弱、评价机制不健全,是造成当前主流研究范式缺陷的主要原因。基于此,应从六个方面改善课程与教学论主流研究范式:关注对实践问题的微观研究和行动研究;加强方法意识,融入科学精神;建立课程与教学论的方法论体系;转变研究思维方式;改善现有评价体系;加强研究生培养过程中方法意识的培养和方法训练。     

“我心目中的好课堂”——来自孩子心灵的呼声

对于什么样的＂课＂是＂好课＂,历来有多种说法,可谓仁者见仁,智者见智。然而,这些所谓＂好课标准＂都是成人所构建的。课堂生活是孩子们经历最多、体验最深的一种生活方式。教育现象学研究要求关注教育情境中师生的＂生活体验（世界）＂,关注教育的实际发生领域,关注生活的意义。由此,本研究旨在用教育现象学的方式倾听孩子们内心的声音,用描述性的语言勾勒出孩子们心目中的＂好课堂＂。     

Creative Potential within Policy: An Analysis of the 2013 English Literature Curriculum

This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms.     

基于工作过程导向的高职课程改革——以高职环境类专业《水污染控制技术》课程为例

以工作过程为导向进行高职课程改革,关键在于根据工作实境创设学习情境,并依据学习情境整合课程内容,改善教学方法,实现理实一体化.在高职环境类专业《水污染控制技术》课程改革中,针对特定的学习目标,在对工作岗位和行动能力分析的基础上形成课程体系,并按照岗位工作过程合理设置和序化教学内容,同时综合运用多种教学手段和方法,有效提升学生的专业技能和综合素质.