淮南市3~6岁幼儿各项身体形态分析

为全面了解淮南市幼儿的形态指标、身体素质现状,2010年淮南师范学院与淮南市体育局共同组织了对淮南市幼儿的调查与测试,把测得数据采用《国民体质测定标准手册》中幼儿部分的评定方法与标准进行统计处理。结果表明：淮南市3~6岁幼儿身体形态发育随着年龄的增加,他们的身高与体重值均增加,呈逐年升高趋向;男性幼儿和女性幼儿的身体形态从3岁就呈现出差异,这主要是由遗传决定的,这种差异在7岁以后,伴随着年龄的增长表现更为明显。     

Promoting basic arithmetic competence in early school years–using a response to intervention model

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.     

Chopsticks and clothes: Chinese heritage parents' perspectives on young children's technology use as a tool for language and cultural learning

This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed.     

建筑设计课程体系中教学实践的探索--以二年级建筑设计课程为例

本文依据广州大学建筑设计课程教学体系的改革,以二年级建筑设计课程的教学实践为例,围绕阶段培养目标的课题设置、教学过程的阶段控制、设计能力的培养及设计成果评价等几方面进行了探讨与思索,以期指导今后建筑学专业教学的改革工作。     

我国学生体质东西差异变化动态研究——以上海和甘肃为例

为了探讨东西部7~18岁汉族学生体质差异,应用文献资料法和数理统计法,将中国学生体质与健康2000年和2010年两次调研中有关上海和甘肃省7-18岁汉族学生体质数据进行统计和对比分析。结果表明:在2000—2010年的10年间,7~18岁上海城市学生身高、体重优于甘肃汉族城市学生且差异呈缩小趋势,7~18岁上海乡村学生身高、体重优于甘肃乡村学生且差异呈拉大趋势,7~18上海学生胸围与甘肃学生胸围差异呈拉大趋势,7~18上海学生肺活量反超甘肃学生并有差距拉大的趋势,7~18岁上海学生身体素质优于甘肃学生且差异呈现缩小趋势。     

Grade 7 Students Reading Graphic Novels: ‘You Need To Do a Lot of Thinking’

A multifaceted, classroom‐based research project explored how developing Grade 7 students’ knowledge of literary and illustrative elements affects their understanding, interpretation and analysis of picturebooks and graphic novels, and their subsequent creation of their own print texts. Analysis of two sources of data, the students’ written responses to Amulet ( Kibuishi 2008 ), one of the graphic novels read and discussed during the study, and the students’ opinions about the knowledge that is required to read and understand a graphic novel, indicated how the instruction about various graphic novel conventions had impacted the students’ awareness of and knowledge about the structural design of these multimodal texts.     

1949～1956年民主政治发展的法制化思考

1949～1956年，中国共产党领导人民对中国的政治制度进行了彻底的改造和重建，并在基本精神和基本制度层面进行了民主政治的法制化建设，从而使中国民主政治取得了前所未有的大发展。但由于受某些过时经验和观念的束缚，这一时期民主发展的法制化进程出现了非理性化的倾向，主要是政策对法制的冲击。这种主流的规范性与一定程度非理性化并存的特点及其影响，给今天建设社会主义民主留下了一些思考。     

近十年中唐诗歌流派研究综述

中唐时期,是中国古代文学发展史上一个诗歌流派纷呈的时期,概述、梳理近十年有关中唐诗歌流派研究的论文、专著等一系列研究成果,进而分析总结这一时期关于诗歌流派研究的角度、方法、特点,会对今后这一研究的加强和深入起推动作用.     

Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress

This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector.     

Teachers’ voice,power and agency: (un)professionalisation of the early years workforce

This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape.