现行高校体育考核改革的可行性调查分析

通过问卷调查法和专家咨询法,对江苏省部分高校现行体育考核现状进行调查分析。认为,高校体育考核应从健康的角度进行。体育考核的评价体系应更科学、合理、完善,为学生现在和将来的健康奠定基础。     

Emotional Issues in Teaching Science: A Case Study of a Teacher’s Views

Science teaching environments are social environments, and teachers emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and maintaining self-esteem in science teaching situations. From the standpoint of social-constructionist theory of emotion, it is argued that emotion is a social construction within social relationships. Arising from this view, are the emotions of intellectual excitement, frustration and shame that play a key role in the development of self-esteem. The dynamics of these emotions, in the context of experiences of success and failure, may dispose teachers to act positively or negatively towards science teaching. The theorisation developed is illustrated in the emotional experiences of an elementary school teacher in an early childhood science classroom. These experiences indicate that emotion is constitutive of teaching, and merits greater consideration in science teaching.     

林徽音两篇怀念徐志摩作品之对比分析

林徽音的散文《纪念徐志摩去世四周年》和诗歌《别丢掉》在记事方式和表达情感方面不同,但都鲜明地再现了徐志摩与林徽音的关系中,始终处于被动状态的林徽音情感世界的真实面貌,对于深入地认识和研究徐志摩和林徽音这两位中国现代文学史上的著名诗人,具有借鉴意义。     

试论语文素质教育的基本要素:情感教育

在语文素质教育中,情感教育是其基本要素。情感教育凸现语文学科的本质,体现“以人为本”的理念,展望高水平的教学。     

唐宋词生命力探究

文学创作是为人生,文学研究也同样是为人生.唐宋词以其丰富的思想内涵对后世读者在文化心理和情感世界以及心理气质方面产生了深远的影响,探究唐宋词长盛不衰的生命力已成为当今文学研究的一个重要课题.     

大学生情绪智力与生活满意度关系研究

为探究高校大学生生活满意度和情绪智力之间的关系,研究运用了《青少年学生生活满意度量表》和《情绪智力量表》针对380名在校大学生进行相关调查。结果显示,情绪智力在年级、性别、专业和生源地等方面存在差异。同时大学生的友谊满意度得分率较低,而学业满意度较高,情绪智力的各因素和生活满意度之间存在显著的正相关关系。     

浅谈职高英语教学中学习竞争意识的培养

就职高英语教学中学习竞争意识的功能与作用、学生缺乏学习竞争意识的原因、培养和提高学生学习竞争意识的方法和途径进行分析和探讨，以提高职高英语教学质量。     

论艺术语言是一种情感的行为

语言是人们交际时反映客观世界和心理行为的载体。语言的选择使用表现了人类交际的目的性、语言的功能性和自然性，反映了发话主体的言语行为和心理行为，即理性行为和情感行为。科学语言是发话主体的理性行为的载体，艺术语言是发话主体的情感行为的载体。艺术语言的情感行为属于发话主体的审美行为。它表现为一种情象，即意象方式。它反映情感时的核心是借助于情感因素的互渗的表象，这表现了艺术语言的情感的运思过程和艺术语言的审美发现。     

The impact of university incorporation on college lecturers

In South Africa, recent government plans tochange the institutional landscape of highereducation have resulted in mergers of collegesinto universities or technikons. The researchreported in this article focuses solely on theimpact of a ``college-into-university'incorporation as manifested in the personal,emotional and career experiences of thesecollege staff members. It traces the changes intheir perceptions and emotions during and afterthe incorporation process. It also identifiesrecurring themes and issues evident in thepersonal lives of those affected by thisincorporation.A unique research methodology was engaged: TheCollege staff who had been appointed to theuniversity after the merger, identified sevencritical themes and then designed and conducted30 semi-structured interviews among themselves.This article thus documents the impact ofincorporation into a university on theindividual and collective lives of theresearchers themselves.The data suggest that the emotional impact ofincorporation was intense and that theuncertainty, especially, led to considerabletrauma. The most important concern emanatingfrom this joint research project is that whilea certain degree of distress is unavoidable inany institutional merger, inattention to themanagement of human resources, emotions andaspirations could linger on, possibly having anegative effect on the ambitions for thetransformation of the new entity.     

‘Better policies for better lives’?: constructive critique of the OECD’s (mis)measure of student well-being

ABSTRACT

Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students’ Well-Being report distinguishes between ‘happy schools’ and ‘unhappy schools’, showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest ‘life satisfaction’ scores among all participating countries. This piece points out some of the problems inherent in the OECD’s recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future.