对体育科技期刊青年编辑知识结构现状及影响因素的探讨

本文通过文献资料、调查统计等研究方法,探析了我国体育科技期刊青年编辑的知识结构现状及影响因素,并就其知识结构的构建要素,从实际需求和理论依据上进行论述。     

论体育院系学生知识技能的掌握与能力的培养

通过文献资料研究和多年教学实践的总结,较全面地论述了知识技能的掌握与能力培养的辩证关系;关提出体育院系学生能力培养的基本途径与方法。     

浅谈生态资本与可持续发展

可持续发展,是既满足当代人需求,又不危及后人满足其需求的能力的发展,强调的是环境与经济的协调,追求的是人与自然的和谐。在可持续发展指导下,产生了保护环境的许多理论,其中生态资本理论,已引起人们特别的关注和重视,成为可持续发展研究的中心议题之一。生态资本理论可以说是传统经济学的资本理论对于可持续发展的一种回应,同时又丰富和发展了可持续发展理论,推动了可持续发展的实践。     

侨缘社会资本对侨乡社会体育发展的功效研究

侨缘社会资本是侨乡社会体育发展的重要区域资源,是侨乡社会体育发展的"输血源"和"动力源";侨缘社会资本在侨乡社会体育发展中发挥了"第三部门"提供信息资源、经费资源、场地资源、组织资源等重要的历史功效;随着海外华侨华人社会结构的变化、侨乡社会经济迅猛发展,侨缘社会资本对侨乡社会体育发展的功效逐步由昔日的"输血型"向当今的"造血型"转化,秉承侨缘社会资本特殊禀赋的侨乡民营经济、民营企业、侨乡居民成为当今侨乡社会体育发展强有力的物质、人力、组织、信息等体育资源的重要主体.     

体育经纪人条件论略

本文从体育营销学和体育社会学的视角，对体育经纪人应具备的素质、知识、能力进行阐述，并结合实例分析体育经纪人素质、知识、能力的内涵及其作用，以期对我国体育经纪人的培养有所裨益     

知识经济时期科技期刊编辑信息能力的重塑

知识经济时期对科技编辑信息素质的要求被提高到一个新高度、新层次.只有着眼培养现代化的新的信息能力,才能确立编辑个人与刊物在新时代中的生态位置.     

Exploring the relations between epistemic beliefs,emotions, and learning from texts

Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics.     

How can a clinical research approach contribute to knowledge-building for the teaching profession?

This article explains what clinical research is and why it is necessary. The term ‘clinical’ refers to an academic way of solving practical problems. Clinical research starts from a view of science that not only acknowledges the value of rational analysis and empirical research, but also acknowledges the need for human skills and connoisseurship. In education, skills and connoisseurship can be developed by being responsibly engaged in classrooms. The (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. Clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.     

What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers

Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.