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961.
Background: A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion in the context of PE regarding what can be called the capability to move in terms of coordinative abilities, body consciousness and educing bodily senses.Purpose: This article explores and articulates what there is to know, from the mover's perspective, when knowing how to move in specific ways when playing exergames (dance games). Taking different ways of moving as expressing different ways of knowing as a point of departure, the following questions are the focus of this article: (i) How do students move when imitating movements in a dance game, and what different ways of knowing the movements can be described in the student group? (ii) What aspects of the movements are discerned simultaneously through the different ways of knowing the movements? (iii) What aspects seem critical for the students to discern and experience in order to know the movements in as complex a way as possible?Design and analysis: The theoretical point of departure concerns an epistemological perspective on the capability to move as knowing how with no distinction between physical and mental skills, and also knowing as experiencing aspects of something to know. The data in this study comprise video recordings of students playing Nintendo Wii dance games in PE lessons in a compulsory school (for children aged between 7 and 16 years) in a small Swedish town. There were three PE lessons with four different stations, of which one was Nintendo Wii dance games (Just Dance 1 and 2). In total, the videoed material covers three 60-minute PE lessons, recorded during the autumn of 2012 and in which just over twenty students participated. In the study, we have used video observation as a data collection method. Jordan and Henderson maintain that video observation removes the gap between ‘what people say they do and what they, in fact, do’ (51). To conduct a systematic and thorough analysis of how the students experienced the avatar's movements, we looked for moments where all the students and the avatar could be simultaneously observed. Two video sequences were chosen, showing four students imitating two distinct and defined movements which constituted the basis for a phenomenographic analysis.Conclusion: The result of the phenomenographic analysis shows different ways of knowing the movements as well as what aspects are discerned and experienced simultaneously by the students. In other words, these aspects also describe knowing in terms of discerning, discriminating and differentiating aspects of ways of moving. By examining a certain exergame's role ‘as a teacher,' we have emphasized the capability to move, from the mover's perspective, as an intrinsic educational goal of PE while highlighting the need for systematically planning movement education. 相似文献
962.
介绍了采用国内先进的螺杆式灌浆泵,对武广铁路客运专用线SDIV标中铁十一局的牛岭隧道的回填灌浆施工处理,工期40天,经过探孔检查和雷达检测,顶部空洞回填基本密实,满足灌浆要求。节约、高效、快速、高质量地完成了任务.保证了该隧道的顺利交验。 相似文献
963.
我国公益类科研机构体制改革的模式探讨 总被引:1,自引:0,他引:1
七年多来,公益类科研机构的改革已经取得了重要的进展和成效。在对我国公益类科研机构的现状深入了解的基础上,本文分析了改革过程中所面临的主要问题;然后重点探讨公益类科研机构体制改革的两种主要模式:企业化转制和向非营利科研机构转制。 相似文献
964.
大世界悖理与小世界现象——情报交流研究新进展 总被引:1,自引:0,他引:1
简述了大世界悖理与小世界现象的涵义及其实验研究和基本内容,指出了它们对情报学和网络交流的影响。 相似文献
965.
国际气候谈判中的国家集团分析 总被引:1,自引:0,他引:1
随着国际形势的持续变化,气候谈判中的国家集团也不断分化重组,是什么因素影响了国家间的结盟或分离?本研究采用聚类统计方法和排放配额的最偏好原则比较对国家集团结盟展开了分析。研究发现:(1)欧盟集团中的东欧和南欧国家在经济和技术水平上与西欧和北欧国家存在较大差距,不能与西欧和北欧国家形成稳定的关系;(2)“G77+中国”集团是当前气候谈判中最不稳定的国家集团,中国与G77集团成员国家在自然要素、排放要素以及配额原则偏好等方面均存在较大的差别,石油输出国和热带雨林国家也与其他G77国家在经济条件、排放水平等方面存在较大差距,这将导致“G77+中国”集团的瓦解;(3)中国与美国在自然要素、排放现状、未来气候变化预期等方面以及配额原则偏好上存在共同点,或可以在全球应对气候变化谈判中形成新的伙伴关系。 相似文献
966.
Science in the Trenches: An Exploration of Four Pre-service Teachers' First Attempts at Teaching Science in the Classroom 总被引:1,自引:0,他引:1
This paper explores four students' attempts at teaching science in the real world classroom during their initial student teaching practicum, including their struggles and successes. When pre-service teachers enter their initial practicum experience they are confronted with differing teaching philosophies of their own, their university professors, and their school mentors (Sullivan, Mousley & Gervasioni, 2000; John, 2001; Fu and Shelton, 2002). Within this situation, preservice teachers struggle to find their own niche of teaching science and learn to reflect as both learner and teacher (Kelly, 2000). Our goal as science teacher educators is to help pre-service teachers have an easy transfer from personal university experiences to teaching science in the real classroom environment while maintaining the integrity of newly learned teaching strategies (Segall, 2001). This work adds to and helps guide science teacher educators in identifying difficulties pre-service teachers' experiences in the transition from methods courses to practice. 相似文献
967.
968.
胡红 《昭通师范高等专科学校学报》2004,26(5):37-40
分析对《从百草园到三味书屋》主题既往理解之不足.对"百草园"、"三味书屋"意象的象征寓意进行把握,指出《从百草园到三味书屋》是对童年成长过程必然经历自然天趣与文化规束两个阶段、二者共同参与塑造生命形象的寓言写照. 相似文献
969.
赵载光 《湖南师范大学社会科学学报》2004,33(2):43-46
“太极”之道与《老子》之道的差异,前以阴阳为基本范畴阐述宇宙的本源与存在样式,后以有无为基本范畴说明宇宙的生成与规律。易道的有为与《老子》的无为,易道的“时中”与《老子》的“反道之动”,在方法论上既有对立的一面,又有互相补充的一面。他们共同建构了中国古代自然哲学的总体格局。 相似文献
970.
追寻生命的意义——弗兰克尔意义疗法述评 总被引:2,自引:0,他引:2
杨雅琴 《黑龙江教育学院学报》2008,27(1):77-79
弗兰克尔提出的意义疗法是一种针对人们生命的无意义感和心灵空虚进行治疗的一种方法,它肯定了生命中的意义与价值,引导来访者寻找和发现生命的意义,对现代人的生活有着十分重要的影响。意义疗法理论以意志的自由、意义意志以及生命意义三个相互关联的假设为前提,弗兰克尔指出创造和工作、体验意义的价值以及对不可避免的苦难所采取的态度是获得生命的意义三个途径。意义分析法、矛盾意向和非反思法是意义疗法常用的治疗技术。 相似文献