我们是“团结”的小水滴

7～11岁的小学生正处于认知发展的具体运算阶段,这一阶段的儿童已经初步具备逻辑推理的能力,但是此时的逻辑推理尚离不开具体事物的支持。因此,本文结合该阶段学生的认知发展特点,探讨如何有效地将具体事物应用到小学科学教学的过程中。     

浅析生死观之“为变老而活着”

随时间变迁,所有人都会变老,这是必然的不可选择的．但是“为变老而活着”不是指时间上的这种大家什么都不用做都能达到的变老,而是指“自身达到自身”的完满。这种完满不以生命达到时间上的终点为可乐之事．而是缘于生命充实了自身．实现了真理的主体化。本文就各种生死观、儿童与老人的生长过程进行解析。     

云南特有少数民族武术的形成及其发展战略建构简

从社会学、文化学、人类学等角度,剖析云南特有少数民族武术的形成与发展过程,并进一步探讨其未来发展路径。研究结果认为：云南特有少数民族武术运动的发展是其各民族在长期的生产生活习俗以及历史文化的积淀过程中逐渐形成的,与其生产、生活、战争以及宗教祭祀活动等有着密切的关联;树立科学合理的认知方式、建立合理的价值取向、实施开发与保护并举将成为发展云南特有少数民族武术的必然选择。     

幼儿智力武术游戏创编理论研究

以幼儿生理和心理特征及武术运动的基本规律为依据,研究幼儿武术游戏相关理论。遵循游戏创编原理,探究幼儿武术游戏创编的基本结构、创编要素、创编步骤。文章本着坚持游戏创编的科学性、易行性、趣味性、安全性、创新性的原则,从而探索促进幼儿身心健康发展的有效方法和途径,丰富幼儿园教育活动的内容,改善幼儿园教学课程,开发幼儿对武术的启蒙认识和培养幼儿对武术的兴趣。     

论苏词中的佳人形象

苏词成功地塑造了许多形态各异的佳人形象,她们具有鲜活而独特的艺术魅力,大致可分为四类:貌美者不妖娆,重情者不泼辣,艺高者使风云变色,质洁者超凡脱俗。苏轼塑造这些佳人形象运用了各种艺术手法:有静态描写,有略貌取神,有诗意烘托,有以诗为词。其中那些品质高洁的佳人,不仅体现出苏轼独特的人格修养与胸襟气魄,也寄托了苏轼的思想与情志。苏词中的佳人形象及其艺术手法,更对后世文学产生了深远的影响。     

‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.     

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.     

Home learning environment and development of child competencies from kindergarten until the end of elementary school

Literacy and mathematical competencies are essential for a successful school career and precursors of these abilities develop in kindergarten. In addition to children’s early cognitive abilities, family characteristics such as the socioeconomic status and the home learning environment (HLE) are predictors of early child competencies. However, few studies outside the US and the UK have analyzed long-term effects of the early HLE on child development, simultaneously considering various explanatory factors. In this longitudinal study, data of 920 German children were obtained in kindergarten some 18 months before school entry (child mean age: 4;10). At this point, precursors of reading, spelling and mathematics were assessed. In addition, parents were asked to complete surveys on family characteristics. Child assessments were repeated with standardized measures of mathematical and literacy abilities at the end of Grade 1 and in the middle of Grade 4 (child mean age: 9;9), the final grade in German elementary schools. In Grade 4, teachers were also asked to provide their recommendation for children’s secondary school track (“Hauptschule” for lowest secondary school track, “Realschule”, or “Gymnasium” as highest secondary school track). HLE was not only a good predictor of early abilities, but also directly predicted competencies at the end of elementary school when precursors, former academic achievement and child and family characteristics were controlled for. In addition, children living in more favorable HLEs were more likely to be recommended for higher secondary school tracks by their teachers.     

A new age for child protection--General Comment 13: why it is important, how it was constructed, and what it intends?

Children continue to be subjected to high levels of violence (i.e., physical, psychological and sexual maltreatment) throughout the world. International concern about violence against children has increased significantly during the last decade. A Study on Violence Against Children, encouraged by the UN Committee on the Rights of the Child, conducted under the auspices of the United Nations Secretary General and reported in 2006, has become a rallying call to improve child protection. Child protection practices and systems have been judged to be generally inadequate and, in some cases, destructive. It is widely recognized that business as usual—more of the same—will not do. A General Comment (guide to fulfilling obligations) for Article 19, the central conceptualization of child protection of the UN Convention on the Rights of the Child, has the potential to promote a worldwide reformulation of child protection priorities, policies, and practices by virtue of the infusion of a child rights approach. It can be a mechanism for framing and promoting the transformational change needed – for a genuine paradigm shift. Here, explication is given for the historical context, rationale, centrality of child rights, process of development, holistic nature, and primary elements of General Comment 13 (GC13): The child's right to freedom from all forms of violence. GC13 embodies and champions a child rights approach to child protection entailing strong support for proactive primary prevention, promotion of good child care, and a commitment to secure the rights and well-being of all children. A child rights-based, comprehensive coordinating framework is recommended for the implementation of GC13.