体育专业大学生课堂学习体验与反思

运用文献资料法、调查法、访谈法和统计法等,对体育专业大学生课堂学习体验进行调查分析。结果显示,较非体育生,体育生专业认同感较强,学校认同感较高,学习目标设置比例较高而计划实施水平不高,体育生与非体育生均以外生学习动机为主,学习投入水平不高且学习问题较多;对于当前的教学形式与方法、教学内容、教师、作业、成绩评价和奖学金评定也都有新的要求。提出,课堂教学需在内容、方法、形式上进行改革,增强教学的互动性,教学内容尽量满足学生求知需求,教师要多关心关注学生,布置作业要兼顾难度和趣味性,注重教师魅力塑造,建立形成性学习评价为主的成绩评价体系及多元化的奖学金评定体系,为推动大学体育专业教学改革提供参考。     

族群建构与国家认同

本文以西方学者安德森(B.Anderson)的民族观为参照平台,通过展示前辈学者对"族群"概念的丰富多彩的解说,指出了族群建构的学理依据和实践价值,揭示了学术意义上的族群建构与具有政治意义的国家认同这二者之间的内在必然关联,强调了将它们并置关联在一起的现实意义,进而初步彰显了学术研究中固有的"政治倾向性",阐明了在学术研究中要树立"国家利益高于一切"思想的重要性.     

Social identification,exercise participation,and positive exercise experiences: Evidence from parkrun

Growing evidence suggests that social identities may have profound implications for physical activity participation. Real-world examinations of this relationship have, however, been lacking, with research predominantly examining intentions and hypothetical scenarios. To address this shortcoming and further advance understanding in this area, the present study tested relationships between group identification, participation, two exercise-specific outcomes (exercise-specific satisfaction and group cohesion), and a broad health indicator (life satisfaction) among individuals recruited from parkrun. Participants (N = 289) completed questionnaires measuring all variables except participants’ parkrun participation, which was objectively assessed. Structural equation modeling demonstrated that group identification was significantly associated with greater participation, exercise-specific satisfaction, group cohesion, and life satisfaction. Findings provide real-world evidence of the health-related benefits associated with forming strong social identities in exercise settings.     

‘Who is zooming who’? A study of young PE-students in their figurations

The article presents an analysis of 93 essays written in an upper secondary school context. The essays were collected in relation to a larger research project, which went on for 5 years in a Danish upper secondary school (2010–2015). The material represents both genders and the students are 15–17 years old. We deploy a theoretical framework taken from Norbert Elias’ notion on established-outsider relations [Elias, N., &; Scotson, J. L. (1994 [1965]). The established and the outsiders. London: SAGE] as well as his use of personal pronouns [Elias, N. (1978). What is sociology? London: Hutchinson, Elias, N. (2001). The society of individuals. New York: The Continuum International Publishing Group] in illustrating how people negotiate, position and navigate within figurational contexts [Elias, N. (1994 [1939]). The civilizing proces. Oxford: Blackwell.]. We do this in an effort to interpret how young people negotiate ‘we-I-relations’ when it comes to their sporting identity. Elias’ processual framework provides a tool for a much needed analysis of how young people continually orientate and develop their sense of selves. The web of human interdependencies and processes of change are key words when it comes to understanding the social practices and doings of the students’ constructions of self-steering. What social scientists may see as laziness and drop-outs of sports [Seippel, Ø. (2016). Prek, vekker og kjedelig? Trening og mening blant ungdom: 1985–2013. In Ø. Seippel, M. K. Sisjord, &; Å Strandbu (Eds.), Ungdom og Idrett. Oslo: Cappelen Damm Akademisk] can in the essays of students be analysed as a struggle for group connectedness and social inclusion in the classroom. The results of our research show that identity is a multiple concept and an ongoing process of emotional work [Elias, N. (1987). On human beings and their emotions: A process-sociological essay. Theory Culture Society, 4, 339–361], but also a power balance of playing and presenting what is imagined as the right performance as not being shamed as outcasts.     

我国校园足球可持续发展的若干问题研究

发展校园足球是推进我国校园体育活动的重要力量,亦是提升我国足球运动水平的必然选择。虽然在相关政策的支持下,我国校园足球发展迅速,但依然面临经费短缺、师资不足、发展不均衡、学训矛盾突出、体制机制不完善、社会认可度不高、医疗保障体系不健全等问题。指出,学校应密切联系俱乐部、企业,多渠道获取发展资源;从内部培养与外部引进两方面充实师资力量;坚持全面发展原则,妥善解决学训矛盾,提升学生综合素质;加强足球文化建设,营造良好氛围,提升足球参与者的荣誉感;强化校园足球风险防范意识,加强风险管理。旨在促进我国校园足球健康可持续发展。     

足球德比文化研究

运用文献资料法和专家访谈法,对足球德比文化的现象与内涵、形成因素及其特征、形成的理论解释进行了研究。指出,德比现象与内涵都随社会变化得到延展,现象上从最初的地理对抗向文化领域甚至更大范围扩展,内涵上对德比的概念界定从客观条件向主观条件延伸。认为,群体间的冲突、同侪、偏见对德比的形成和延续有显著作用,显示出德比的形成因素具有竞争性、相似性、差异性三方面的特征。“争议密度”和“竞争对手威胁论”是用来解释德比形成原因的两大理论,经过比较分析,认为竞争对手威胁论可以更为清晰地解释德比的形成与延续的内涵,克服了以往研究的局限性。对于我国足球而言,探究足球德比文化具有重要现实意义,通过借鉴西方的成熟经验培育具有中国特色的足球文化,亦有助于我国足球“三步走”战略目标的实现。     

论民国学生装的文化特点及其当代价值

民国学生装以其独特的服饰形态和服饰文化成就了中国校服史上影响最为深刻的一次变革,至今依然感动着世人,它的存在对当代大学校服文化建设有着积极的借鉴作用。文章从介绍民国学生装产生的时代背景入手,通过对男女学生装不同形态和款式的介绍,揭示了民国学生装所隐喻的独特文化精髓,并提出了民国学生装对当代大学生服饰文化建设的借鉴意义。     

English Proficiency,Identity, Anxiety,and Intergroup Attitudes: US Americans’ Perceptions of Chinese

Guided by the Common Ingroup Identity Model and Berry’s acculturation framework, this study examined the roles that perceptions of language proficiency, cultural identity, and communication anxiety had on intergroup attitudes and stereotypes in the American–Chinese contact context. Serial mediation analyses with 10,000 bootstrap samples revealed that perceived English proficiency of a Chinese contact had significant indirect effects on affective and behavioral attitudes toward Chinese through American participants’ perceptions of their contact’s host and home culture identification and communication anxiety. Perceived English proficiency had an indirect effect only on positive stereotypes through the Chinese contact’s perceived identification with home culture.     

Negotiations of cultural identities by Indian women engineering students in US engineering programmes

The paper analyses the identities of Indian women engineers in the gendered organizational context of US engineering programmes. Participant narratives discuss the ways in which women are subjected to identity struggles in India due to gendered patrifocal norms that impose structural, societal, and familial pressures on women. Subsequently, when these women enter US engineering programmes, they encounter a highly masculine organizational and cultural space. Participants discuss identity dislocations, transformations, and assimilation as they seek to meld into the existing structures and find a career trajectory. I draw upon liminality theory to explore the cultural transitions, identity restructuring, and negotiations of Indian women engineers, navigating the intersections of competing and intersecting cultural norms of gender and engineering in India and the US, work, and family. The findings indicate the layers of gendered ideology that constitute engineering education in India and the US, the societal pressures of marriage and family rooted in patrifocal Indian norms, the barriers to finding an engineering job, the resources within the structures that support women, and the identification of patriarchy as the enactment of agency and as a site for change.     

‘Experimental’ secondary modern education in Britain, 1948–1958

Studies of mid-twentieth century education in England and Wales have conventionally hinged on the 1944 Education Act, foregrounding policy over practice. This article considers the significance of the inter-war progressive educational movement for postwar educational developments. It presents a case study of one teacher who was active in the early ‘experimental’ years of secondary modern education, suggesting that this period was important in the making of ‘modern’ education. It seeks to complicate both negative and positive readings of ‘meritocracy’ in postwar educational history. This article also highlights the paucity of available source material for the study of the secondary modern school, arguing that attention should be paid to well-documented cases, placed in context.