论现代运动生物力学研究方法的基本特征

采用文献资料法、逻辑分析法,根据现代运动生物力学发展的规律与特点,对现代运动生物力学研究方法进行一定层次的归纳分类、特征分析,认为现代运动生物力学研究方法具有科学化特征、实用性特征和实验研究与辩证思维分析相结合特征,并进一步提出应用现代运动生物力学研究方法应注意的主要问题与建议.     

学校体育中基本运动技能定性测评体系的研究

基本运动技能的教学与测评是近年来国际上儿童体育教育领域的热点议题,是儿童技能发展与培养必须直面的重要问题。在学校体育中,如何透过技能的测评来实现基本运动技能科学的指导与发展是学龄早期体育教学的核心关注点。文章参考国外众多基本运动技能教学教材与评价工具,试以最大化发挥学龄早期体育教育的价值为研究的根本目标,通过从基本运动技能测评的目的与价值、内容标准指标的确定、实施的环境与过程以及测评需遵循的基本原则四个方面来分析运动技能定性测评体系构建的程序问题,在一定程度上缓解我国儿童基本运动技能测评相关理论发展滞后的问题,为我国儿童青少年基本运动技能科学有序的发展提供理论保障和现实的基础意义。     

我国农业机械化进程中能源效率的影响因素研究

利用我国1997～2008年各省的面板数据,分析了我国在农业机械化进程中,农业能源利用效率总体呈下降趋势的原因。研究认为:提高种植业的机械作业水平、农业劳均产值、政府对农业的财政支出以及农业技术人员数量,对提高农业能源效率有积极的作用;而单纯地增加农机总动力、农民家庭收入和农村劳动力转移,却对提高农业能源效率有消极的作用。研究表明,尽快转变农业机械化发展方式,由数量增长型转型向质量提升转变才能保证我国农业的可持续发展。     

浅谈档案袋评价在高校教学中的应用

高校教学中传统的评价方式多以量化评价为主,只关注学生的学习结果。这样的评价方式不利于学生综合能力的发展,因此,高校教学中应适当引入质性评价。档案袋评价注重评价的过程性和发展性,在关注学生学习结果的同时也关注学生的学习过程,是比较适合高校教学的一种质性评价方式。     

关于比较教育研究方法的思考——基于实证研究与质的研究方法

以实证科学作为哲学基础的实证研究方法在比较教育研究史上曾受到充分重视,并在一些比较教育学家们的努力下得以发展和完善。在当今全球化背景下,后现代理论、批判理论以及建构主义理论等又催生了质的研究方法,并逐渐被应用于比较教育研究领域,成为一种普遍趋势。本文在进一步梳理实证研究与质的研究方法的基础上,对比较教育研究方法进行了一些思考。     

谈定性指标评价中的综合判价方法运用

定性指标是指不能直接量化的指标,在人员素质测评和绩效考核的指标中相当多的指标可能都是不能直接量化,这给测评带来了极大的不便。运用模糊综合评价方法可以得到定性指标的评定结果,而不必一定要对评价等级量化。     

医学论文中统计学处理常见问题及应对措施

综观医学论文中统计学处理的情况,突出统计资料的现代分类方法,以此为依据重点分析定性和定量资料的统计学处理方法误用情况,从样本量到统计符号的标注,从统计资料的描述到统计结果的解释,全面分析存在的常见问题并给出应对措施.     

Unpacking the nature and practices of inclusive education: the case of two schools in Hyderabad,India

This paper reports insights into the nature and practices of inclusive schools in India using a case study methodology. Being a signatory of the Salamanca Statement, the Government of India has undertaken to implement an inclusive system of education in schools. An initial survey conducted to identify sample inclusive schools showed that inclusive education is being adopted by many schools on a superficial level. In fact, it was found that the term ‘inclusive school’ was more of an ornamental name used to create an impression of inclusion. Deliberations with the managements and teachers of these schools revealed that the concept was being adopted and implemented in Indian mainstream schools albeit in the absence of any clearly defined ideas on the subject. An in-depth exploration was undertaken into the inclusive practices followed in two case-study schools. Interviews were conducted with the school heads, class teachers, students and their parents. This was accompanied by observations of the practices followed by the so-called inclusive schools. Data thus collected were analysed using qualitative analysis. Results of the study demonstrate lack of resources, infrastructure, teaching practices, curricular and co-curricular activities which if incorporated would actually bring about inclusive practices beneficial to students of diverse needs. The paper concludes with policy proposals with respect to a clear definition of the concept of inclusive education and the various provisions that should be made available in the inclusive schools.     

The role and contribution of Nurture Groups in secondary schools: perceptions of children,parents and staff

Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided.     

‘He's just enthusiastic. Is that such a bad thing?’ Experiences of parents of children with Attention Deficit Hyperactivity Disorder

Parenting a child with Attention Deficit Hyperactivity Disorder (ADHD) is a challenging experience. The hyperactivity, impulsivity and inattention of a child with ADHD often put parenting skills to the test. The present study thus aimed to explore the experiences of parents of children with ADHD in Ireland. Eighteen parents of 7–12-year-old boys with a diagnosis of ADHD took part in open-ended interviews. Thematic analysis was carried out on the interview content. Six major themes were identified: (1) getting your head around ADHD; (2) the child takes over; (3) emotional impact; (4) inconsistency of structural supports; (5) ignorance and discrimination; and (6) it's not all bad. Results are discussed in terms of the need to implement family-centred supports for ADHD. The importance of educating the population at large about ADHD is also discussed. Finally, the need to take a more positive, strengths-based approach to ADHD is highlighted.