免费开放背景下图书馆如何进行推广阅读

阅读教育是家庭、学校与社会三方共同努力的结果。作为基层的社会教育机构,公共图书馆在阅读教育的普及和推动中起着重要作用。同时还肩负着阅读教育推广和实施的任务。公共图书馆以丰富馆藏资源做基础,提供与各级学校合作办理阅读推广活动,有助于提升全民阅读习惯和阅读能力。     

阳光体育视域下赫哲族传统体育在黑龙江省高校中的普及与推广

研究目的：为赫哲族传统体育的传承和发展提供崭新的平台,同时还可以补充和丰富黑龙江省高校体育课程资源;研究方法：文献资料法、逻辑分析法和实地考察法;研究结果：了解和把握了赫哲族传统体育的发展概况,论证了其作为黑龙江省高校“阳光体育”课程资源可行性和现实意义,提出了开发赫哲族传统体育的思路和对策;研究结论：赫哲族传统体育活动在黑龙江省高校的普及与发展,既可以为学校体育增加民族特色,又可以为赫哲族传统体育的可持续性发展提供平台和机会,是一项有利于黑龙江省文化建设、高校校园文化建设和保护非物质文化遗产的重要举措。     

广西气排球推广的经验与启示

广西是全国气排球开展最好的地区,气排球也成为了广西＂第一运动＂。运用文献资料法、专家访谈法等方法,通过归纳和总结广西气排球运动的意义;广西气排球运动规则与裁判的推广经验;广西气排球运动推广形式和内容的经验以及广西气排球发展过程中存在的不足等几方面的典型经验,得出如下启示：气排球的推广对全民健身的积极意义;气排球的推广应以政府为主导,充分发挥民间组织的作用;气排球推广的初始阶段有一个由被动参与向主动参与的转变过程;气排球比赛规则应采用统一性和灵活性相结合;气排球的推广应主要通过竞技性、娱乐性和教育性等手段相结合来实现;应充分认识气排球推广过程中改革和创新的重要性。     

江苏省健身气功推广策略研究

运用文献资料法、专家访谈法、实地考察法、问卷调查法、数理统计法对健身气功在江苏的推广情况进行了分析。江苏省健身气功的推广今后应加大宣传力度;提高健身气功推广人员素质;加快健身气功功法的创编;提高健身气功在年轻人中的受欢迎程度;积极探索多种推广模式。     

专著索引

对专索引的概念、功用、索引项、类型、编制方式、标引深度、概念提取、标目规范、出处项表示、款目排序和合并、质量控制等问题进行了系统阐述。     

2008年北京奥运会对提升中国国际地位和声望的研究

通过筹办和举办2008年北京奥运会使中国特色的社会主义优越性得到最大的体现;中国改革开放的伟大成就得到充分展示;中华民族优秀的传统文化得到更广泛传播;反映中华民族精神内在本质的中华体育精神得到弘扬。中国的政治、经济、文化、科技、教育、环境等方面得到了向世界宣传、展示、交流和发展的机会,也使中国获得了一次在更大范围、更广领域提升国际地位和声望的难得的历史机遇。     

汉代仕进制度“重文轻武”说存疑

有学者认为汉代仕进制度“重文轻武”,对汉代的武艺和武术产生了消极的影响。笔者认为,汉代仕进制度“重文”,但不“轻武”。其作为政治制度的重要内容,对体育和社会发展起到了积极的促进作用。     

Teacher Stress Related to Student Mental Health Promotion: the Match Between Perceived Demands and Competence to Help Students with Mental Health Problems

The present study highlights teacher stress related to student mental health promotion through the relationship between perceived competence, perceived responsibility and negative emotions. Data were derived from a mixed methods design, utilizing three focus group interviews (n = 15), followed by survey research (n = 771) amongst Norwegian K–12 teachers. The results suggest that teacher stress emerges chiefly from a mismatch between feeling responsible for and being able to help students with mental health problems. The data also point to the impact of time constraints in school context. Finally, the findings reveal significantly higher levels of perceived responsibility and negative emotions amongst female teachers, and significantly lower levels of perceived responsibility amongst teachers at higher grades.     

Negotiating the teaching of history in times of curriculum reform: the narrative accounts of four Australian primary teachers

This research investigates the understandings of four teachers who teach history in primary and early childhood settings. Data were gathered from participants through semi-structured interviews. The participants were experienced teachers who were in the process of curriculum change – from teachers of studies of society and environment to teachers of history, under the auspices of the Australian Curriculum: History. The focus of the study was on their understandings of content knowledge and the pedagogies involved in classroom teaching, using a pedagogical framework, which sought to identify and categorise the nature of their knowledge base in the implementation phase of the Australian Curriculum: History. The study used narrative inquiry to show how temporality, sociality, and place play out in the lives of these teachers of history. The findings from this study indicate the challenges and opportunities for teachers’ professional knowledge landscapes in times of curriculum reform. Whilst there are a small number of participants in this study, their stories provide insight into how teachers responded to the challenges and opportunities of teaching history and how these teachers have shaped the implementation of the history curriculum.     

‘Happy when they arrive,happy when they go home’ – focusing on promoting children’s mental health creates a sense of trust at preschools

A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health.