城市化进程中的中国体育现状研究

摘要：城市化是国家经济制度、政治体制和社会形态发生变革的重要引擎,在体育领域,城市化进程的结束则标志着体育发展方式的重要转型。有鉴于此,以我国城市化进程中的体育发展现状为研究对象,主要采用文献资料法和比较分析法,结合英、美2国的实例,详细梳理城市化进程结束后,即城市化水平达到50%背景下,城市化对我国体育人口规模、体育空间布局、体育产业结构以及体育管理体制所造成的影响,其研究结果对于厘清现阶段我国体育发展的症结及未来我国体育改革的对策均具有重要的理论意义及实践价值。研究认为：城市化作为一种人类社会发展的普遍规律,始终影响着体育发展的进程与走向;城市化水平与体育发展的现实水平存在着高度的相关性,当城市化水平达到50%的时候,标志着体育将进入到一个全面转型的发展时期;我国已经进入到城市化进程过半的关键时期,城市化对体育发展方式的影响已经全方位体现出来,城市化引致的人口聚集成为了体育人口发展的基础,城市化引发的城市扩张导致了体育空间布局的整合,城市化催生的结构调整搭建了体育产业发展的平台,城市化激发的制度改革完善了管理体制发展的模式。     

学校体育场地设施对社会开放的安全风险规避研究

摘要：为科学预测和控制学校体育场地设施对社会开放的安全风险,运用文献资料法、访谈法、案例分析法、问卷调查法和数理统计法对学校体育场地设施对社会开放过程中出现的安全风险因素进行研究。基于90个开放案例的事故树分析,识别出开放过程中的物、人、制度和环境4大类,共30个安全风险因素;通过巴雷托分析法和风险矩阵分析法评估出运动场地、运动器材设施,锻炼者、管理者4类关键安全风险因素11个;针对关键安全风险因素,提出引入第三方管理,分时、分类、分阶段开放,与社区合作、加强社区居民的管理,多元主体协同供给体育指导、咨询服务等事前风险预防措施;引入开放风险保险制度,设立开放风险专项基金制度的事后风险转移措施。以期能解决学校体育场地设施对社会开放过程中面临的实际问题,推进学校体育场地设施资源共享,促进全民健身事业的发展。     

民族传统体育项目基地发展的困境与超越

摘要：深入了解我国民族传统体育项目基地发展进程中的主要困境,探寻基地走出困境的超越对策,能有效发挥基地功能,推动我国民族传统体育发展。以社会学理论为基础,运用文献资料法、田野调查法、专家访谈法等研究方法,对我国民族传统体育项目基地发展的现实困境与超越策略等问题进行了系统审视与深入探讨。研究表明：我国民族传统体育项目基地在组织结构、运作方式、活动形式、质量评估等方面存在着组织结构缺失、管理权责不清、活动单一僵化、评估流于形式等现实困境。民族传统体育项目基地要走出当前困境,需要从现实问题出发,把握文化传承根本,合理再造基地发展理念,转换基地发展目标,完善基地组织结构,充分发挥不同类型基地的作用,并在加强基地组织建设,明确管理权责的基础上,构建基地协同创新发展的新模式。     

生活方式干预对心血管疾病危险因素的影响——美国HELPS项目成果

摘要：心血管疾病（CVD）一直是全世界最主要的死因。由于CVD等慢性疾病对健康的威胁越来越大,有必要开展生活方式干预项目以控制这些疾病的危险因素。本研究的目的是评估美国的重要慢病干预项目—HELPS治疗型生活方式改变（TLC）项目对减少CVD危险因素和其他慢性疾病的有效性。方法：140位大学教职工参加为期12周的HELPS TLC项目,干预前后用配对t检验对其体重、BMI、腰围（WC）、6分钟步行距离（6MWD）、空腹血脂和血糖进行测定和比较。结果：干预后6MWD显著增加,总胆固醇（TC）和WC显著下降。对“高危”参与者进一步分析显示：BMI（-1.5±0.5,-3.9%）、TC（- 22.8±4.0,-9.0%）、LDL（- 14.1±4.9,9.3%）和血糖（-6.9±2.2,-6.1%）均显著下降;男性腰围（-4.5±0.8,-10%）显著减小,女性未见显著改变（-1.5±0.5,-4.0%）。此外,体重的变化与TC（r=0.43）、LDL（r=0.35）和血糖（r=0.44）的变化均显著相关。结论：参加12周的生活方式干预项目可以使CVD危险因素减少,特别是在CVD“高危”个体中。HELPS TLC项目的远期效果还待进一步深入研究。     

新形势下高职生择业观现状调查及教育对策研究——以安徽国防科技职业学院机电一体化专业为例

通过对安徽国防科技职业学院机电一体化专业学生的择业观和就业意向进行持续性调查和深入分析,剖析高职学生择业观教育过程中的影响因素及存在的问题,并从教育环境、教育机制、教育评价机制等方面提出解决对策,以期引导大学生树立正确的择业观。     

Experiences of teacher evaluation systems on high school physical education programs

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.     

Ideal selves as identity management strategies

This research addresses the relationship between ideal selves and social context from a social identity perspective. Based on Social Identity Theory (Tajfel and Turner, 1979, Tajfel and Turner, 1986) and related research, it is argued that ideal selves stand in a functional relationship with identity management strategies and that, consequently, shared beliefs about relevant intergroup relations influence the preferences for ideal selves. Three studies conducted with black and white adolescent and adult South Africans tested the assumption. The overall results of the studies confirmed that whether ideal selves corresponding to social change, social mobility or social creativity were preferred depended on whether the intergroup relations between black and white South Africans were perceived as secure or insecure.     

How does education have an impact on ethnocentrism? A structural equation analysis of cognitive,occupational status and network mechanisms

Previous studies have distinguished cognitive, occupational status and network mechanisms in the relation between education and ethnocentrism. Hypotheses on these mediating mechanisms are derived from socialization theory, realistic group threat and contact theory. In the current study we use structural equation modeling to investigate the explanatory power of these three mechanisms simultaneously. The analysis is based on a representative population survey from the Netherlands (NELLS 2009, n = 1910). The results show that more than half of the initial association between education and ethnocentrism can be attributed to cognitive ability and occupational status mechanisms. The remaining part of the overall association, however, still has to be modeled as a direct relationship between education and ethnocentrism. This direct association can be attributed either to social desirability or to a direct liberalizing effect of education on social and political attitudes. Our analysis tentatively suggests that the rise of average education levels in Western societies might lead to less ethnocentric attitudes via the cognitive sophistication mechanism.     

Editorial statement

Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn.     

村干部不同领导方式对村民自治绩效的影响

将村干部的领导方式分为权威型、民主型、放任型三种类型,从经济绩效、政治绩效(分为民主管理绩效、公民参与绩效)、社会绩效、公共产品与服务供给绩效4个方面衡量村民自治绩效,根据对多个省份16个村庄的问卷调查,分析村干部领导方式对村民自治绩效的影响。分析表明,权威型领导方式与社会绩效以及公民参与绩效显著正相关,民主型领导方式与经济绩效、民主管理绩效、公民参与绩效、社会绩效、公共供给绩效显著正相关,而其他变量之间的关系不显著。因此,村干部民主型领导方式我国农村治理中具有普遍的适用性,权威型的领导方式也有一定的适应性,而放任型的领导方式是不适用的。村干部应灵活运用权威型与民主型领导方法,避免放任型领导风格和方式。