外语教育中全人教育观的缺失与建构

“人”的教育的严重缺失是外语教育中存在的根本问题,背离了其作为一门学科对人文素质培养的功能。为了回归外语教育的本质,必须树立全人教育的外语教学理念,加强外语的通识教育,转换教师角色,注重个体的全面发展。     

数学学科核心素养导向下的有理数教学实证研究

以有理数为例,基于文献研究提出发展数学核心素养的教学策略:以数学核心素养的双向细目表为导向,在数学思想引领下整体设计与数学核心素养相匹配的教学活动。用教学对比实验的方法研究这种教学策略对学生学业水平及数学核心素养发展的影响。通过数据分析发现:在前测和后测显著相关的前提下,实验班和控制班前测数据没有显著性差异,而两次后测中,实验班成绩显著高于控制班。研究结果表明:这种教学策略,对学生学业水平和核心素养的发展,都具有显著促进作用。     

西方当代全人教育思想探析

针对西方世界近代以来学校教育以培养工具人为目的,缺少人文关怀的状况,各国掀起了新一轮的全人教育思潮。这股思潮实质上是一场有关教育目的的革命,以纠正近现代教育目的的机械化与功利化。文章在简要介绍西方当代全人教育思想产生背景的基础上,重点分析西方全人教育者们的主要观点,以期为我国落实“以人为本”的教育理念提供借鉴。     

数字赋能：体育公共服务整体性治理的运行机制与实施策略

数字技术革新可赋能体育公共服务治理范式变革,推动体育公共服务迈向整体性治理并消解碎片化问题。运用文献资料、逻辑分析等研究方法,结合数字化转型的时代背景,剖析体育公共服务的碎片化问题,理清数字化与体育公共服务整体性治理的价值关联,从政府、社会、个体维度探明数字赋能体育公共服务整体性治理的运行机制,并提出实施策略。研究认为：数字赋能体育公共服务整体性治理的运行机制涵盖公民行为赋权、政府职能调整、社会利益关系平衡等内容。需要从补齐数字政务的制度缺口、挖掘平台动态性服务场景、提高关键利益主体参与度、合理规避技术系统性风险等方面发挥数字化优势,以实现体育公共服务整体性治理。     

理解整体性政府数据治理: 政府与社会的互动

[目的/意义]针对当前“碎片化”的政府治理容易带来政府公共服务能力不高,无法有效回应公共治理有效性和提升治理效能等问题,整体性政府数据治理提供了一种新的治理模式。[方法/过程]通过文献研究和规范分析的方法,首先解析了政府数据治理的三维概念维度,指出现有政府数据治理中的“制度与数据”冲突及数据困境问题;以整体性治理和政府数据治理的理论契合为基础,提出整体性政府数据治理观点及其四大理论逻辑;从政府与社会互动的视角论证了整体性政府数据治理在公共治理领域的应用实践。[结果/结论]整体性政府数据治理在精准匹配治理供需关系、降低决策者能力要求、提升公共治理效能、重构“政府-社会”关系等方面回应了公共治理有效性问题,并指出了需要进一步深入研究和讨论的问题。     

论体育科学研究中的整体性思维

随着体育学科与其他学科的交叉研究日益频繁，体育科学研究的问题已呈现出网状、多层次、复杂的结构特征，起源于系统论的整体性思维为当今众多体育研究者们提供了新的思路与方法，体育科学研究的整体性趋势逐渐升温。探寻思维方法在体育科学研究中的统摄价值及如何运用整体性思维进行体育科学研究创新和对整体性思维的培养与塑造，有利于拓宽体育科学研究者们的思维格局，提升体育科学的研究质量，推进研究选题创新，为加快体育强国建设做出新贡献。     

大型软件项目中的需求管理及控制

根据作者所在单位软件系统开发过程中,针对需求管理及控制中遇到的一些问题进行了较深入的研究和论述,形成了比较系统的软件项目需求管理及控制的基本流程和方法,借鉴及整理了目前国际上比较成熟和先进的需求开发及管理经验和成果.     

Local conceptualisations of the education of asylum‐seeking and refugee students: from hostile to holistic models

Sociological research on the presence and yet invisibility of asylum‐seeking and refugee pupils in the educational system in the UK is noticeably absent. This article offers insights into the ways in which the presence and the needs of such pupils are conceptualised by local authorities and schools. It draws on the results of a survey of 58 English local authorities and qualitative data from three case studies of LEAs and a sample of their schools. The ethical position adopted by officials and teachers in these three sites offers a compassionate model of social inclusion based on a holistic approach to the asylum‐seeking and refugee child. It contrasts with the restrictive and often hostile government stance on immigration, asylum and integration.     

Protégé Growth Themes Emergent in a Holistic,Undergraduate Peer-Mentoring Experience

Two faculty members developed and implemented a successful, holistic, goal-oriented peer-mentoring project for two years at a midsize, urban university to enhance student success and retention. In year one, 12 juniors and seniors mentored 34 freshmen and sophomores; in year two, 14 upperclassmen mentored 40 underclassmen. A grounded theory approach was used to analyze goal-progress tracking data, postintervention survey data self-reported by protégés, and mentor journals. The following six themes emerged from this data analysis: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical well-being, and aspiration. Findings advance our summary understanding of the context in which students may grow and develop because of holistic mentoring, understanding that may have value in informing the intelligent design of future mentoring experiences. Results also support program efficacy, from an overall standpoint as well as regarding improvements from the year one to year two versions of the program.     

The place and approach of outdoor learning within a holistic curricular agenda: development of Singaporean outdoor education practice

This paper details the potential contribution of outdoor education (OE) in Singaporean education given the recent raft of national curricular reforms aimed at fostering holistic and exploratory learning opportunities. In this context, we contend that increasing recognition of the value of OE, both internationally and locally, heralds specific challenges within unique Singaporean educational conditions that must be taken into account for this subject area to flourish. In particular, we seek to distil the ways in which local community, cultural and school conditions signal the need for a more place-based and contextualised version of OE. Our analysis further addresses the need for adequate professional development frameworks to be installed in order to enhance existing local teachers’ capacities to substantially educate pupils through the outdoors, within a Southeast Asian urban context.