论陈鹤琴幼儿体育教育理论的现代价值

运用文献资料法、专家访谈法和逻辑分析法等研究方法,对陈鹤琴的幼儿体育教育理论进行研究。陈鹤琴幼儿体育教育理论体系包括幼儿健康第一的教育主张,和谐、全面发展的教育目的,融于五指活动的体育教育内容以及一切为儿童的体育教育原则等几个方面的内容,对我国幼儿教育事业的改革与发展产生了巨大影响。在贯彻《幼儿园教育指导纲要(试行)》和推进幼儿园课程改革与素质教育的今天,应充分认识与挖掘其幼儿体育教育理论所具有的多方面现实指导价值——高度关注幼儿的身心健康,发挥体育教育在幼儿素质教育过程中的特殊作用,倡导教育活动以游戏为基本形式,建立平等、合作与互动的师幼关系。     

母亲做些小事情 孩子形成好品行

任何一个孩子在他没有来到这个世界之前,感受到他的存在的第一人,就是他的母亲。同样,母亲在孩子品行形成的过程中所起的作用,也应该是＂第一人＂。母亲通过有意识地做一些小事,对孩子品行的培养就将起到非常巨大的作用。     

小学开展幼儿基本体操教学的可行性研究

本文通过文献资料法、调查法,对云南蒙自地区部分小学体育课进行基本体操锻炼的现状调查为依据,缺乏科学系统的教学目标与内容、缺乏高水平的专业教师、缺乏资金等。     

浅析幼儿轮滑运动的健身价值与教学

通过运用文献资料法和逻辑分析法对幼儿轮滑运动的健身价值进行了总结,并探讨幼儿轮滑教学,强调在教学中的注意事项,分析了幼儿轮滑教学的过程,以期对幼儿轮滑运动的教学起到一定的促进作用。     

幼儿钢琴教学中应注意的问题

随着社会的不断发展,幼儿教育显得越来越重要,作为其中一支的幼儿钢琴教育,能充分发挥音乐教育的特有功能。在幼儿的钢琴教育中,教师扮演着举足轻重的作用,教师应该针对幼儿特殊的生理心理特点,不断丰富和改进教学方法和手段,同时注重家长的配合作用,从而促进幼儿身心的全面发展。     

《时间中的孩子》中查尔斯·达克的异化

《时间中的孩子》是伊恩.麦克尤恩创作日趋成熟的重要标志性作品之一。＂时间＂与＂孩子＂是理解此部作品的两个关键词。文中不仅有凯特、鲁丝、乞丐女孩这些正常的生理时间上的孩子,也有像斯蒂芬、达克这样异化的心理时间上的＂孩子＂,这些不同意义上的孩子微妙的传达了＂孩子＂这一母题的深层寓意。本文将以心理时间上的＂男孩＂查尔斯.达克为例,从他的本性、情感、行为三个方面浅析其异化。     

城市流动儿童的被忽视与学校适应的关系

采取问卷调查法,对803名城市流动儿童和837名城市儿童的被忽视和学校适应进行了调查,结果发现：城市流动儿童的安全忽视、躯体忽视显著地高于城市儿童,总体更易被忽视;除交流忽视外,男生被忽视及其维度均大于女生,情感忽视存在明显的学校性质差异,被忽视及其各维度存在父母文化差异;城市流动儿童的被忽视与学校适应及各维度间都存在较为显著的负相关,情感忽视、安全忽视和躯体忽视对学校适应有非常显著的负向预测作用。     

Current state of inclusion of children with special needs in child care programmes in one Canadian province

We suggest that most inquiry in special education is misconceived. We examine the consequences of an allegiance to the erstwhile knowledge of special education in professional assumptions about learning difficulty and the research and practice of special education. We assert that obeisance to that knowledge has proven unfruitful for the children and young people it is intended to serve. Suggesting that the preferred inquiry methods of special education have led only into culs-de-sac, we argue that inclusive education should reinstate the importance of teachers' own experience, insights, and values—restore the significance of reflective practice. It is these that should provide the lead for new developments in inclusion. We suggest that arguments for inclusion have to emerge less out of the kind of supposed knowledge so respected by 20th-century educators—less out of notions of success and failure (of children or of schools)—and more out of ideas about social justice and human rights.     

Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties

Teachers are key professionals in responding to children and adolescents with possible mental health difficulties and who exhibit social, emotional or behavioural difficulties in the classroom. Health and education policy increasingly positions teachers as vital agents in connecting mental health services with affected young people. A growing corpus of research, however, questions practitioners’ capacity to undertake this important role, particularly given the limited space afforded to content around mental health in pre-service teacher education. This paper reports on a qualitative case study, conducted in an Australian context, investigating pre-service teacher responses to five vignettes of young people presenting behaviours indicative of possible mental health difficulties. In light of educator expectations to identify and appropriately respond to mental health difficulties, this study discloses the need for explicit, structured mental health guidance which form a discrete, core ‘knowledge base’ of teacher education. Patterns in data, analysed in light of policy literature, also suggest the value inherent in advocating open-minded, non-judgemental and collegial professional responses. Further research opportunities highlighted include a systematic review of current provision around mental health in pre-service teacher education programmes.