我国社会体育指导员培养模式的研究述评

随着我国社会体育指导员需求越来越大,存在着社会体育指导员的需求增多和数量减少之间的矛盾。如何提高我国社会体育指导员认证的地位,是我们急需解决的问题。文章从社会体育指导员的个人背景、社会体育指导员培养方式、证书认证形式以及社会需求与待遇入手,分析了目前社会体育指导员的状况,并比较各地社会体育指导员的情况,进而找出一种合理的培训社会体育指导员的模式,从而为我们国家更好的培训社会体育指导员提出合理的建议。     

中南地区社会体育指导员现状调查及对策研究

采用文献调研、问卷调查和数理统计方法,对我国中南地区社会体育指导员现状进行了调查研究.研究结果目前中南地区社会体育指导员的等级结构不合理,社会体育指导员的文化程度偏低、年龄偏大;社会体育指导员的指导年限较短,缺乏专业知识,组织管理能力较差;在推行社会体育指导员中存在着经费、活动场地、器材存放、学员流动性大等困难.     

Feedback on feedback practice: perceptions of students and academics

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.     

Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.     

Student perceptions of quality feedback in teacher education

Many reports have identified a perceived lack of quality in regard to assessment feedback in higher education contexts. One research study in 2007 on undergraduate university students found that less than half of the students (46%) collected their formative feedback, suggesting that from their perspective feedback clearly was not fulfilling the role it should. This is a study of 465 graduate students and 101 undergraduate students studying teacher education at a major Australian university. The study investigated what students perceived to be effective, quality feedback based upon their extensive higher education experiences. Students identified preferences in regard to form, detail and timing of assessment feedback. The data were collected by means of pen and paper survey and identified which strategies the students perceived to be the most effective, particularly within the context of large cohort teaching and written assessment formats. Findings agreed with research elsewhere regarding problems with assessment feedback quality and quantity, but students also provided clear indications of how realistic improvements could be made in terms of assessment feedback processes and strategies.     

Approaches to studying and perceptions of the academic environment among university students in Pakistan

There has been a paucity of research on the experiences of students at Pakistani universities. A survey of over 900 students at two universities examined their approaches to studying and perceptions of their courses. Evidence was obtained for a deep approach, a surface approach and two aspects of a strategic approach. Their perceptions were based upon the instructional practices, the acquisition of generic skills, the appropriateness of the assessment and of their workload, and the available learning resources. A higher‐order analysis revealed two broad dimensions of the student experience in Pakistan. Students who had positive perceptions tended to adopt a deep approach, to prefer courses, teaching and assessment that supported their understanding and to be engaged and reliable in their studies. However, students who had negative perceptions tended to adopt a surface approach and to prefer courses, teaching and assessment that reinforced this approach through the bare transmission of information.     

The development of the classroom social climate during the first months of the school year

In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year.     

基于“健康中国2030”视角下的福建省城市社区老年人体育活动现状*

基于“健康中国2030”规划纲要视角分析福建省城市社区老年人体育活动现状,采用问卷调查法、访谈法、文献法、数理统计法,分别抽取福州、厦门、莆田、泉州、南平、三明6个地市的部分社区老年人群进行调研。结果显示（1）所调查老年人患慢性疾病率高达58.76%;（2）老年人参与健身意识较强;（3）老年人参与体育健身积极性高;（4）老年人对体育健身知识缺乏了解。结论：福建省城市社区专业健身指导员短缺、老年人对体育健身知识了解匮乏、锻炼场地设施有限、家人支持老年人参加体育健身,但陪伴不足等是影响福建省城市社区老年人参与体育健身的主要因素。     

广州市社会体育指导员现状研究

采用文献资料、抽样、问卷调查和数理统计等方法,从数量、等级、年龄、性别、结构、学历、指导年限及指导类型等方面对广州市社会体育指导员的现状进行调查与分析,旨在为社会体育指导员的队伍建设提供参考,为相关部门的体育决策提供科学依据。     

谈如何做一名称职的高校辅导员

辅导员作为学生思想政治工作第一线的教育者、管理者和实施者,对各项学生工作的开展起着至关重要的作用。如何成为一名称职的辅导员把学生工作做好．须建立在对辅导员工作的热爱与具备胜任工作的素质基础之上．通过科学的学生管理加以实现。