“包容性增长”视角下我国竞技体育的可持续发展研究

以"科学发展、协调发展、共享发展"为核心的"包容性增长",反映了人类建构理想社会的基本价值追求。用"包容性增长"理念审视我国竞技体育发展战略、发展理念、发展思路、发展方式。提出依据"包容性增长"调整未来竞技体育发展战略,不断提升竞技体育总体实力和综合国际竞争力;坚持"以人为本"的发展理念,转变"赶超发展"的发展思路,调整、改革以举国体制为主的组织、管理方式,推动竞技体育实现可持续发展。     

新时代普通高中育人方式的价值取向与实践路径

新时代国情的转变,使中国教育迎来新任务与新使命,普通高中育人方式亦随之面临新挑战、新机遇。为了完成新任务、新使命,抓住机遇,迎接挑战,需要对普通高中育人方式做出相应变革:秉持全面发展、全纳教育、个性共性兼顾、服务终身、学以致用的价值取向,改进课程与评价方式,助力全面发展,搭建平台和空间践行全纳教育,完善管理机制,平衡个性与共性,加强发展指导,服务终身发展,开发实践渠道,促进学以致用。     

特殊需要儿童进入普通幼儿园的困境和策略

普通幼儿园中特殊需要儿童数量正在逐步增加,但有特殊需要儿童进入普通园比率较低,生存状态不佳。这是由于政府扶持力度不大、园所重视度不高、幼儿教师学前融合教育知识和技能缺乏以及园内外环境支持系统缺失等原因造成。各地应提高对学前有特殊需要儿童教育事业的重视,加大职前、职后学前融合教育师资培养和培训力度,组建家、园、校、医为一体的专业团队,建立资源教室等支持系统,使有特殊需要儿童与普通儿童享有一样的受教育权利。     

对特级教师李镇西“全纳育人”的思考

特级教师李镇西的＂全纳育人＂基于＂生命影响生命＂的理念,目的在于建构尽可能大的成长共同体。李镇西＂全纳育人＂的类型包括女儿、学生、教师、家长;展开路径表现为先期育己、主动育人、人主动求育;愿景在于实现每一个生命的成长、发展及完善。     

现代职业教育与区域经济协同发展路径探究

职业教育与区域经济发展有着最直接、最紧密的联系,服务区域经济发展是职业教育最基本的职责和功能。现代职业教育通过建构科学的发展定位、合理的专业设置、情境化的课程、贯穿终生的职业培训体系,构建现代职业教育体系,满足区域经济发展对技术技能型人才的需求。     

全纳教育背景下残障学生参加大规模教育测试的现状分析及完善建议

在国际全纳教育改革背景下,一些国际大规模教育测试中残障学生参加比例偏低甚至缺失的问题,逐渐引起国际特殊教育和全纳教育领域研究者的关注。为深入探究这一现象,以PISA、TIMSS测试为例,基于2项测试的官方报告,从样本选择、题目编制和结果报告3个方面对残障学生参加比例较低或缺失现象进行探究。在此基础上,结合我国残障学生参加大规模招生考试相关规定和实践,就进一步完善残障学生参加大规模教育测试提出3点建议:1)保障残障学生参加教育测试的权利;2)为残障学生参加测试提供合理便利;3)针对残障学生测试结果提供相应的成绩报告。     

深圳市高端旅游创新发展模式及创新策略探析

本文分析了深圳市目前高端旅游发展模式及其特点,提出深圳市发展高端旅游业是当下深圳旅游业创新模式的必然选择.通过分析得出：深圳市高端旅游创新发展模式主要有都市风情模式、主题公园模式、滨海浪漫模式、运动休闲模式、文化创意模式.其中,文化创意模式具有更为突出的政策优势、观念优势、体制优势等.     

高职院校复合型人才培养的策略和措施

高职教育的生源结构、学生就业岗位的要求以及学制等等现状使之在培养复合型人才方面有自己特定的环境,也必然有自己不同于普通高等教育的策略、制度与措施.高职教育人才培养复合性主要表现专业设置的多学科复合和培养目标“动手动脑”复合.要求学生学了一个专业之外再修一个专业的专业外复合型人才培养对高职教育的适应性有限.以适应区域产业结构调整的趋势和行业企业对人才的需求为目标,合理运用促进复合型人才培养的各种制度和措施,才能真正达到高职教育复合型人才的目标.     

Exploring the Relations between In-service Training,Prior Contacts and Teachers’ Attitudes towards Persons with Intellectual Disability

This study investigates the relations between teachers’ attitudes towards persons with intellectual disability (ID), in-service training on ID, and prior contacts with persons with ID. A sample of Canadian elementary school teachers (N?=?118) completed the Attitudes Toward Intellectual Disability Questionnaire, which measures cognitive, affective and behavioural components of attitudes towards persons with ID. Correlational and multivariate regression analyses were performed. Frequent contacts with persons with ID and experience of including a child with ID increased the likelihood of reporting prior positive contacts with persons with ID. In turn, this was associated with less discomfort towards persons with ID and more willingness towards interactions. In-service training on ID was related to better knowledge of rights and capabilities of persons with ID. Experience of including a child with ID in general education classrooms increased the likelihood to report feeling competent in teaching children with ID, which predicted more willingness to include children with ID.     

Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.