编创上团体操“多样化”发展空间设想

根据团体操发展,分析了团体操的多样性特征,并由此在编创上提出三方面设想：形式设想、文化设想和意境设想。     

天麻及其种质资源研究进展

“生动植物资源不仅具有直接的经济价值,其丰富的基因资源开发的潜力更是难以估量,已成为国际上争夺的焦点。建立濒危野生动植物基因资源库,通分子生物学手段对这些珍稀资源进行立体的保护是现在国际上通行的方法。天麻(Gastrodia elata Blume)作为一种名贵中药材,有着多种生物活性作用。本文从核心种质库的概念、天麻的化学成分和生物活性作用及天麻的遗传多样性几个方面分析了建立天麻核心种质库的重要性、必要性和可行性,为实现天麻基因资源的立体永久保存和利用提供参考。     

Market‐oriented school reform in England and Finland: school choice,finance and governance

This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes.     

Recognition and Toleration: Conflicting approaches to diversity in education?

Recognition and toleration are ways of relating to the diversity characteristic of multicultural societies. The article concerns the possible meanings of toleration and recognition, and the conflict that is often claimed to exist between these two approaches to diversity. Different forms or interpretations of recognition and toleration are considered, confusing and problematic uses of the terms are noted, and the compatibility of toleration and recognition is discussed. The article argues that there is a range of legitimate and importantly different conceptions of both toleration and recognition that are often not clearly distinguished, and that compatibility varies across this range and depending on what one considers the conceptions in relation to.     

Student attitudes and the teaching and learning of race,culture and politics

Although multicultural education and teaching for and to equity and diversity often are viewed in higher education as important around the globe, the mismatch between theory and public opinion can remain a challenge when teaching the subject. This study investigates student attitudes and learning before and after completing a course in race, culture and politics at an American university in California, and data were gathered over a three-year period from 365 students. Utilizing a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning, faculty structured opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences. Teaching and developing courses around issues of multicultural education, diversity, and issues of power that strengthen students' abilities to perceive multiple perspectives, think critically, and learn from others are made.     

Critical perspectives on cultural diversity in early childhood: building an inclusive curriculum and provision

This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, The Early Years Foundation Stage (EYFS) in England. The discussion presents a critical debate based on the argument that the task of constructing an inclusive early years curriculum remains contentious. This is especially the case as children’s cultural and socioeconomic backgrounds challenge the assumptions of normality and universality that are typically produced within policy rhetoric and curricular guidelines for group provision. The discussion draws on the poststructuralist theoretical framework of Foucault and Derrida to critique notions of diversity and difference. It then provides an analysis of the EYFS as an example of the challenges that arise from attempts to address cultural diversity through the curriculum.     

试析如何在学科教学中渗透国际理解教育

兴起于20世纪40年代,为增进民族国家间的相互理解和相互合作、促进世界和平的国际理解教育,伴随着全球化浪潮的推进,越来越受到基础教育的关注。近年来在我国,国际理解教育以学科渗透方式在许多学校展开。国际理解之所以能够在学科教学中渗透,是因为国际理解无论在知识、技能,还是在情感态度培养上都在某些基本点上与学科教育相契合。找准国际理解教育和学科教学的结合点,可以增进学科教育的人文价值。     

格氏栲自然保护区常绿阔叶林类型及其群落物种多样性分析

基于对22个样地，共计11000m^2面积的群落调查，以群落样地中乔木层树种的重要值为指标，探讨了格氏栲自然保护区常绿阔叶林组成类型及其物种多样性。结果表明。该保护区常绿阔叶林可分为格氏栲林、米槠林、甜槠林、刨花楠林、沉水樟和苦槠林、观光木林、闽楠林等7个类型，不同类型的植物组成成分和物种多样性变化较大；常绿阔叶林群落的物种多样性表现为灌木层〉乔木层〉草本层。     

论学校体育现代化外部环境治理主体的多元性

系统论揭示,外部环境的调控作用对实现学校体育价值与功能不可缺失.系统与环境的输入与输出规律要求治理主体对学校体育现代化外部环境进行有效治理.在社会主义市场经济下,行政式一元主体治理学校体育现代化外部环境失效,造成学校体育外部环境系统不能被有效整合而发挥最大调节功能,从而使青少年体质持续下降.建立国家主导、多元主体联动治理学校体育现代化外部环境是未来趋势.     

我国优秀击剑运动员上肢三关节等速肌力测试研究

通过对国家击剑队4个剑种18名重点运动员持剑手上肢肩、肘、腕三关节肌群进行等动肌力测定,研究优秀击剑运动员持剑手上肢三关节肌群的等速力学表现,发现薄弱肌群.结果发现,持剑手肩关节伸肌在快速下较屈肌力量增加更多(P＜0.05),伸肌更适合等张向心工作,屈/伸比在正常范围;持剑手肘关节,在60°/s、180°/s时屈肌均显著低于伸肌(P＜0.05),伸肌更适合快速工作;持剑位下,腕关节内收肌群小于外展肌群(P＜0.05),重剑运动员内收肌群在60°/s下显著高于花剑运动员(P＜0.05),240°/s下男子花剑运动员外展肌群显著高于男子重剑运动员(P＜0.05),但此时内收/外展比值重剑显著高于花剑(P＜0.05).说明击剑运动员持剑手侧肩关节、肘关节肌力与击剑刺和回收动作关系密切;重剑与花剑运动员腕内收、外展肌群肌力差别显著,可能是击剑运动员重要专项特征.