浅析40 mm大球对乒乓球运动的影响

采用文献资料和访谈研究方法，归纳并阐明了大球对乒乓球运动员技、战术水平、身体素质以及乒乓球器材等方面所产生的影响和变化。     

“五禽戏”在现代社会中的功能审视

＂五禽戏＂是由东汉名医华佗所创制,是中国民间广为流传的健身养生方法之一,它最初的套路是由模仿虎、鹿、熊、猿、鸟这五种动物的神态、动作和生活习性组编而成,其健身效果被历代养生家所赞扬。对于现代化高速发展的中国,＂五禽戏＂的功能应该运用怎样的表现形式,这些功能是否能够满足现代人的发展需求。文章运用文献资料法与逻辑分析法,阐述＂五禽戏＂的现代社会中的功能,分别是养生健身、健心减压、美体塑形、体验传统、维护生态平衡这五个功能。     

陇东皮影的传承与发展

皮影艺术历史悠久,民间关于其起源说法不一,据考证皮影在宋代就已经非常完善和盛行了。陇东皮影属秦晋影戏,是中国皮影的重要一支。清代中叶,陕西东路皮影传入陇东,经几百年的发展和几代人的改革和创新,陇东皮影的发展融入了当地的文化与观念,形成了具有独特艺术性的民间艺术。     

关中影戏的演出形态

关中影戏中的碗碗腔、老腔、弦板腔等已被列入“第一批国家级非物质文化遗产名录”,根据田野调查结果,关中影戏的演出种类有庙会戏、还愿戏、驱邪戏、平安戏、山神戏、祈雨戏、丧戏、寿戏、满月戏,等;演出程序有奠酒、本戏、捎戏,等。     

南戏体制变化二例

南戏体制从宋元到明中叶,逐渐发生变化并趋于整饬。今人依据常见的元明南戏（传奇）剧本,以为从元代开始,南戏开场形式已经十分简练扼要,一概由末念诵一至二首词,这是一个误解。只是到了万历时期,文人创作讲求文采格律,才固定为简要的一词或二词形式。从南戏到传奇剧本,逐步走向分"出",开始时"折""出""节""套"皆用,宣德年间正式分"出",嘉靖年间开始列"出""目",万历以后趋于规整。     

Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years educational settings

This paper draws from continuing research into the growth of sociability and cooperation in young children. It began in the mid‐1980s and has continued periodically in a range of early years educational settings across the 3–6 age range. The research has underpinned the development of an observational tool. This tool – the Social Play Continuum or SPC – has been used in personal and paired data collection by the author and jointly with early years educators. This paper draws from play observations of nursery children (aged 3–4 years) and reception class children (aged 4–5 years) in one school. The focus here is on conflict in play and its interpretation. The paper considers a relationship with stress in children’s lives and its potential impact on playful learning needs. The author advocates increases in playful learning and pedagogies rather than engagements with conflict resolution programmes. Three data‐based vignettes contextualise children’s play to illustrate the need to deepen understanding through observation about the nature of conflicts – with peers and with adults – and the wider implications for playful pedagogies.