亚文化与主流文化的互动与转化——论奥林匹克文化在中国的嬗变

奥林匹克文化是当代中国体育主流文化,在阐述中国传统体育文化和奥林匹克文化的特点的基础上,对二者互动和转化的过程,即20世纪初的竞争、民国时期两种文化间的冲突、新中国时期的两种文化的顺应与同化进行了分析,并就奥林匹克文化在中国得以传播的社会原因作深入的探讨。     

Fostering communication and shared play between mainstream peers and children with autism: approaches, outcomes and experiences

More pupils with autism are now being educated in mainstream settings and inevitably there is increased interest in their interactions with their peers. In this article, Philip Whitaker, of the Educational Psychology Service in Northamptonshire, describes his study of shared play between children with autism and their mainstream peers. The study involved ten youngsters with severe autism, educated in a unit attached to a mainstream school, and a group of volunteer 'peer tutors'. The children met in weekly interaction sessions designed to promote shared play and communication. The peer tutors were provided with some coaching in interaction techniques and the impact of the intervention was evaluated through analysis of video recordings of play sessions made at the beginning and end of the project. The peer tutors and their parents were also interviewed at the end of the project to explore their experiences.
The results Philip Whitaker reports are encouraging. All parents were strongly supportive of their children's participation. All but one of the peer tutors found the experience challenging but rewarding and wanted to continue their involvement beyond the 20-week project. The video evidence revealed that the peer tutors, with relatively limited preparation, were able to engage the youngsters with autism in high and sustained levels of shared play. The frequency of requesting by children with autism increased substantially over the course of the project, although levels of initiation of shared attention remained consistently low. Philip Whitaker concludes his report with a series of suggestions for enhancing the impact of this interesting work.     

Inclusion: the role of special and mainstream schools

For children with special educational needs, seeds were sown for the move away from segregated settings to inclusion in mainstream settings following the 1978 Warnock Report. However, the ‘special versus mainstream school’ debate was re‐ignited in 2005 when Warnock recommended a more significant role for special schools than previously envisaged. Furthermore, an increase in special school placement has been reported, prompting this investigation of the role of special schools in the current climate of inclusion. Literature from Britain, Europe and New Zealand, including research that listens to ‘the voice of the child’, which compares experiences of children with special educational needs in special and mainstream schools, is reviewed. The findings give no clear indication that either setting leads to better outcomes. Tensions between the inclusion agenda and standards agenda are highlighted. It is concluded that special schools in reduced numbers are likely to remain a feature of the inclusive education system, with recommendations for the development of special–mainstream school partnership links. The quality of the setting, regardless of the type of setting, is emphasised, highlighting implications for staff training in special and mainstream schools. Further research comparing outcomes for children educated in different types of provision is recommended.     

The case for frequency sensitivity in orthographic learning

This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to spell as a vehicle which may be used effectively to develop this sensitivity. It is suggested that orthographic knowledge is advanced via a process of ‘frequency sensitivity’ to ‘patterns and sequences’ and ‘rules and regularities’ particular to English orthography and that the process of sensitivity to these coarse grain orthographic patterns is influenced by consistency in sound and by morphological knowledge (knowledge of morphemes; words or word parts that form the smallest unit of meaning in language). A model highlighting the increasing importance of orthography and morphology as reading and spelling development progresses is presented. Discussion of the importance of considering phonology, orthography and morphology throughout literacy development and the relative importance of each is discussed. Distinctions are drawn between the processes involved in children who are good readers and good spellers, children who are good readers and poor spellers, and children who are poor readers and poor spellers. This paper outlines how considering these interrelated and developmentally sensitive contributors to literacy development can contribute to the practice of educational professionals in promoting the development of literacy skills throughout childhood.     

WOWW: a solution orientated approach to enhance classroom relationships and behaviour within a Primary three class

A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused approach. The quantitative results illustrated an improvement in the teacher ratings and class ratings for the class goals set by the class teacher, and helped the teacher to feel more confident in her class. From the qualitative comments, class teacher and pupils reported a positive experience of WOWW and noticed a difference within the classroom. In summary, WOWW influenced a positive change to relationships and behaviour within the classroom.     

近代中国的思想解放潮流

受中西文化关系和中国走向现代的特定的社会文化背景所制约，近代中国的思想解放潮流始终以古今中西问题为主线，从洋务运动的“中体西用”到戊戌、辛亥时期的维新、共和，再到五四思想解放大潮，说到底都是在试图解决中西文化的融合创新和中国传统文化的现代化。在百余年的思想解放历程中，出现了甲午战争后与五四时期的两次民族觉醒，也相应地涌现了两次思想解放高潮。     

二十世纪欧洲小说中三位“另类女性“形象解读

在特定的历史背景、文化语境中解读 2 0世纪欧洲文学中三部著名的文本 ,揭示三位“另类女性”在“成为自己”行为方式背后所高扬的以个人为本位的个人主体意识 ,既传承了几千年的人本传统、人文精神 ,又寄寓着作家们对时代的呼告。三位“另类女性”所显现的颠覆话语霸权、消解中心、改写历史的力度 ,则传达出处于“生存困境”中的“现代人”的憧憬与期望。     

当下中国的文化关系与处境

当下中国的文化关系与处境 ,就其复杂性而言几乎是空前的。我们遭遇了更多不曾经验的新的文化现象和景观 ,我们在惊讶、兴奋的同时 ,也常常陷于困惑和矛盾之中。如何评价、把握当下诸多的文化关系并理解当下的文化处境 ,不仅是研究者关注的问题 ,同时它也是一个“关己”的问题。或许我们只有尽可能地描绘出当下的文化地图 ,才有可能清楚我们自己所处的文化位置     

社会主义核心价值体系与多样化社会思潮辩证关系的思考

社会主义核心价值体系,是我国社会的主流价值观。但在社会生活多样化的历史背景下,如何正确认识和处理核心价值体系与多样化社会思潮的关系,在多样中确立主导,在多样中谋求共识,是我们必须回答和解决的重大问题。     

方志视野下的文化考察——以明清《义乌县志》为例

明清<义乌县志>反映出义乌历史文化研究中的几个问题:义乌兵并非汪道昆所创,古代义乌乃至整个金华地区的文化主脉仍是程朱理学,义乌历史总体上并未突破重农轻商的传统观念.由此可以看出地方志在对正史的补充和对区域文化的深度把握方面均有重要作用.