英语和苗语对照教学法

本文通过苗语和英语这两种特殊语言的对比、研究,从中找出其相同之处,为从事双语教学的外语教师提供一种新的教学方法。     

论中国中西部体育发展与社会发展的双向互动

中国的中西部地区,尤其是西部地区,是一片广袤而神奇的土地.这里幅原辽阔、民族众多、历史悠久,不仅有丰厚的文化底蕴,而且民众的行为方式、生活方式和体育方式也表现出鲜明的地域特色.中西部的体育与社会发展与东部地区相比、与整个世界发展的趋势和潮流相比已构成了强烈的反差.面对如此严峻紧迫的形势,中西部体育和社会的发展,不能等待外力的冲击才作出一些被动的反应,而需要主动的、积极的适应和推进变革.“创新体育形式、更新体育观念、回归自然与超越极限,最大限度的趋向大众、发展体育产业“应成为西部体育发展的主要思路.     

论西部大开发中的十大关系

在实施西部大开发这一重大战略决策的过程中,必须涉及十个方面的重大关系,即西部大开发与东部继续发展的关系,自然资源开发与保护生态环境的关系,内因与外因的关系,局部与全局的关系,现有人才与外来人才的关系,“看得见的手”与“看不见的手”的关系,劳动密集型企业与技术密集型企业的关系,既得利益与长远利益的关系,人力资源开发与自然资源开发的关系,以及国内市场与国际市场的关系。正确处理这些关系,才能圆满实现西部     

试论体操教学中的间接帮助

间接帮助是体操教学中常用的一种教学方法和手段。运用得当,能减轻学生学习时的心理障碍、提高学习的兴趣和注意力、增强时空感、加速掌握动作的过程、提高教学质量。本文通过对间接帮助的生理机制、内容及其运用的阐述,以图对搞好体操教学有所参考。     

歧异与救赎:中国足球文化的重建

足球市场化进程一直处于快速发展之中.在足球领域,市场机制在配置资源方面的作用日益突出.我国在较短时间内就形成了一个相对完善的足球产业链.同时,监管的缺失和追逐商业利润的高能激励.导致了中国足球行业秩序的混乱和恶质文化的潜滋暗长,导致了中国足球功利主义的泛滥和失范行为的丛生、利益圈层的固守和利益主体的博弈、文化能量的耗散和竞技能力的式微.中国足球希望通过文化救赎来实现中国足球文化的生态重建.     

德性的公正与规范的公正及其关系

作为古希腊两位杰出的思想家,柏拉图与亚里士多德都意识到了公正存在的两种基本形式———德性的公正与规范的公正。这两种形式的公正之间存在着典型的辩证关系,它们互为前提,互有长短,相互生成并塑造着对方,正是在这一不断地相互转化过程中实现着德性的公正与规范的公正的历史的具体的统一。而作为规范的公正与德性的公正的统一体的公正则是在这样的历史的具体的统一过程中得以发展变化。     

From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’ student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students’ externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers’ perceptions of closeness in the student–teacher relationship.     

Enacting whole-school relationships and sexuality education in England: Context matters

Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.     

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of guidance on teacher and TA working relationships, all impact on the way TAs manage behaviour. The article also highlights some of the conflicts inherent within broader issues which impact, either positively or negatively, on TAs ability to manage behaviour, including TA role definition, deployment and the wider pedagogical aspects of their evolving role.     

ADHD,parent perspectives and parent–teacher relationships: grounds for conflict

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.