运动教育模式对学校体育课程改革的启示

引入当代西方著名体育学者西登托普先生的运动教育模式，从运动教育模式的含义、目的、目标、内容和特点进行研究。运动教育模式的引进为我国学校体育课程提供了学校体育课程改革可操作性及运动参与目标多元化和社会适应目标的模式，同时提供了人文化的体育教育与运动教育模式，为我国新课标的修改与完善，教师体育教学操作与创新和学校体育课程改革与实施提供参照。     

略论校园文化建设与学校体育

简述了校园文化对学校体育的影响,认为校园文化对完善教师管理,改善学校体育工作环境,丰富学校体育活动的内容,突出学校体育的个性,增强学校体育改革发展的内在动力等起着积极的作用.     

竞技体育人才培养与学校体育一体化必要性的研究

竞技体育与学校体育和谐发展问题已成为现今中国体育发展的首要问题之一,对国内外竞技体育与学校体育之间的关系及发展趋势作一阐述后,揭示了"竞技体育与学校体育"一体化发展趋势并为解决这一问题提供了良性运行机制.     

家庭气氛对心理健康和学业成就水平的影响及其营造

家庭气氛对一个人各方面发展重要性，尤其体现在心理发展上，而人格是个体心理面貌的集中反映。为揭示其重要性，结合已有相关研究，从人格的心理健康水平和学业成就水平这两方面来探讨家庭气氛与人格的关系。发现和谐的家庭气氛对培养良好的性格、对健康的心理和高学业成就水平都有相当积极的作用。从中思考并归纳总结出营造良好的家庭气氛的一些建议。     

Cultural capital and intellectual ability as predictors of scholastic achievement: a study of Slovenian secondary school students

Cultural capital, originally a general sociological concept, has been transformed into a construct that is often applied in predicting scholastic attainment. Intellectual ability (IQ) has also been proven to be a strong, although basically psychological, predictor of educational attainment. However, these strands of research have hardly been contrasted in terms of their predictive power and in terms of their potential interaction. In the current study of Slovenian secondary school students, the results indicated that both constructs had statistically significant predictive power, both as to attainment and as to transition into type of secondary education. Results also indicated that: both constructs were fairly robust, as their predictive power remained statistically significant even after control variables were entered into the model; and they operated independently as results indicated no interaction between these constructs. The ‘return’ on cultural capital was greater for students whose parents had lower educational status.     

体育锻炼习惯研究概况及展望

对体育锻炼习惯的概念、特征、形成的机制、基本规律、影响因素、研究中存在的问题和发展动向分别进行分析、研讨。     

学校管理系统功能分析和载体设计的理论研究

运用系统理论分析了学校的教学活动对学校管理功能的要求，阐述了学校管理系统功能与载体设计的关系，告诉我们如何对学校管理机构的岗位和人员进行配置。     

Perceived Academic Control and Failure in College students: A Three-Year Study of Scholastic Attainment

Although self-initiative is recognized as instrumental to success in college, some students do not take responsibility for their academic development and fail to make the transition from high school to college. This problem is exacerbated when bright, highly skilled students drop courses or quit college entirely. Research into this paradox of failure reveals that, although high academic control benefits learning-related emotions, cognitions, motivation, and performance, it is not sufficient to ensure optimal success. Along with academic control other factors are implicated in the paradox. In this 3-year longitudinal study, four groups of students who differed in academic control (low, high) and failure preoccupation (low, high) were tracked using broad indices of scholastic development. Overall, students higher in academic control obtained better 3-year GPAs and withdrew from fewer courses. More notable, however, high-academic-control students who were concerned about failure had better 3-year GPAs and also were less likely to withdraw from courses or quit university than the other three groups. Paradoxically, high-academic-control students who were less concerned about failure did poorly. In qualifying the assumption that more perceived control is always better, these results are interpreted following social cognition theory.     

“理论指导实践”论的终结——基于反思社会学的教育理论与实践关系重审

“理论指导实践”是一个虚假的命题。基于此命题,教育研究中一直盛行着大量以“上帝句式”发布的实践指令:即“要如何如何”。这类实践指令酿就了一种“学究谬误”:即把研究者为解释实践所建构的理论模型倒置为实践的真正根由。学究谬误的产生,导源于人之自我欺骗的合理化本能以及二元对立的结构主义思维。较之于实践,理论总是灰色的,它不能指导、审判抑或决定实践,而只能对其进行既不充分又无结果的“抒情的解述”,使之暴露疑点。学究谬误的矫治,需要教育研究者谨慎标定理论的调门,并牢记研究中的自我反思。     

Personality predictors of scholastic cheating in a Chinese sample

Previous research on Western college samples has identified a number of personality traits associated with scholastic cheating. Based on these findings, we suggest a model integrating personality predictors of cheating. However, it remains unclear whether the proposed model can be generalised to the Chinese culture, which has different norms and societal values. We filled this gap by estimating the associations between scholastic cheating and key personality constructs (i.e. the Big Five and the Dark Triad) in a sample of Chinese university students (N?=?634). Our results indicated that older and male students were more likely to engage in scholastic cheating than other students. After controlling for the constructs’ overlap, only extraversion and psychopathy remained significant correlates. We discuss the implications of our findings for both research and practice.