Social contexts of development in natural outdoor environments: children’s motor activities,personal challenges and peer interactions at the river and the creek

This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers.     

论“中国知识基础设施工程( CNKI)”的 前期扫障

中国知识基础设施工程（ＣＮＫＩ）由清华光盘版国家工程研究中心最新推出。新事物的产生总难免出现障碍。实行数据规范化和检索语言标准化,有助于ＣＮＫＩ的顺利实施。强化信息意识,培厚专业基础,加速信息产业化则是ＣＮＫＩ前期扫障的对策。     

Patterns of Home‐ and Classroom‐based Toy Play of Preschoolers With and Without Intellectual Disabilities

Children with and without intellectual disabilities were observed playing with toys during both home‐based independent play and classroom‐based freeplay situations. Categorical and sequential play was analysed for within‐ and between‐group patterns. Within‐group patterns during classroom freeplay were similar for both groups. There were no significant differences among home‐based categorical play variables for children with intellectual disabilities; however, children without intellectual disabilities engaged in significantly more constructive play than other home‐based categorical play types. Between‐group analyses of home–classroom difference scores revealed greater variability in play for children with intellectual disabilities than children without intellectual disabilities. The analyses presented complement and extend extant work on contextually‐based variation of children’s toy play supporting a more positive ability profile for children with intellectual disabilities than that engendered by classroom‐based observations. Results have implications for (a) perceptions of and attitudes toward children with intellectual disabilities held by stakeholders, and (b) how intervention targets are determined.     

面向新生的“微视频+代入式体验”信息素养教育研究

[目的/意义]基于建构主义学习理论,借鉴翻转课堂先进理念,以提高个人信息素养能力的初学者为主要教育研究对象,调研分析其个性特征、信息行为和教育方式偏好。[方法/过程]通过调研分析,总结教育方式与学生需求之间的矛盾成因,提出面向新生的\"微视频+代入式体验\"信息素养教育创新模式,着重分析模式特点、构建策略和实施方案,并提出可行性组织策略。[结果/结论]\"微视频+代入式体验\"信息素养教育新模式,综合运用微视频所特有的视觉冲击力,克服教师语言抽象化的不足,同时通过代入式情境体验,完成知识吸收内化、高层次思维认知,有效提升学生的信息素养综合能力。     

试论社会主义初级阶段农村体育的特征

从经济对农 村体育发展的促 进与制约作用 ,从农村人 口多、底子薄, 各地经 济发 展不平 衡,生 产力不发达的现 状,分析探讨社 会主义初级阶 段农村体育的特 征。     

基于企业生命周期理论的贵州小微企业发展阶段探析简

基于企业生命周期理论,运用比较分析法,从企业规模、从业人员、固定资产投资、销售额、利润五个方面来比较贵州小微企业与浙江小微企业的发展差距,从而提出贵州小微企业尚处于成长期这一结论.     

五年一贯制高职前期教育策略

通过五年一贯制高职教育和三年制高职教育的比较,提出五年一贯制教育的前两年为前期教育阶段,探讨了在这一阶段可以实施的教学和管理策略,以期促进五年一贯制高职教育的发展。     

皮影表演在三维影视动画中的应用与研究

皮影戏表演是中国的传统艺术中很有代表性的艺术形式。历史上,有过大量优秀的剧目,丰富了中国的传统艺术。在新的环境下,特别是电脑美术的迅猛发展,让诸多艺术表现形式有了新的机遇。应用三维电脑技术这样的新兴技术,让皮影戏表演有更好的表现,用以融入现在的新媒体环境。     

关于教育发展历史分期问题的研究述论

教育发展的历史分期问题是一个最基本的理论问题,近几年很多学者对此问题进行了探讨,使这一问题的研究不断地走向深入。笔者在简单介绍关于教育发展历史分期问题现有观点的基础上,探讨和归纳了教育发展历史分期的划分标准,提出多角度划分教育发展历史分期的观点,并赞同以教育本身特征为标准来划分教育发展的历史分期,同时重点论述了关于教育发展历史分期问题的范围拓展、深度挖掘和以教育本身特征为标准划分教育发展历史分期的深层次思考。     

论新时期实验话剧的荒诞性

当代意识的崛起和强化必然引起文学艺术自身发生嬗变。新时期以来,实验话剧在表现手法上勇于探索、敢于借鉴、立足实验的精神即是这种当代性渗透的结果。新时期实验话剧的创作与演出中出现的荒诞的艺术手段,不仅丰富了实验话剧的表达空间和艺术表现,也有力地拓展了实验话剧的开放意识、生命意识、思想内涵。