从“难、美”分析竞技健美操与艺术体操的专项特征

竞技健美操与艺术体操均属难美项群,两者在项目规律、项目特点上有着较大的共同点,但是作为不同项目,两者在专项特征上又各有风格。从难与美两方面对艺术体操与竞技健美操进行比较分析,揭示出竞技健美操与艺术体操的专项特征。     

我国甲A女排运动员全过程多年训练专项身体素质变化特征的研究——兼析女排运动员身体素质现状

以参加2004年全国女排甲级联赛七支队伍的运动员为主要研究对象,对其四项排球专项身体素质进行测量和数理统计分析.揭示我国甲A女排运动员四项专项身体素质在运动员全过程多年训练中的变化趋势及特点.使排球运动员对自己在全过程多年训练中专项身体素质变化过程有个整体、清晰的认识;教练员能够有一个专项身体素质训练正确思路,使运动员有更好的竞技能力.     

工作过程导向的高职市场营销专业教学计划的制订

高职市场营销专业教学计划的制订既要遵循教育教学规律,又要符合工商企业对营销管理人才的职业岗位需求。目前高职市场营销专业教学计划存在缺陷,使得工作过程的高职市场营销专业教学计划的制订就显得尤为重要。高职市场营销专业教学计划的制订应以市场需求为导向,依据人才培养进行专业课程体系建设。     

Complex Systems Approaches to Educational Research: Introduction to the Special Issue

Abstract

To explore the movement toward increased complex systems (CS) research in education, this special issue of the Journal of Experimental Education was developed to identify some under-examined places where CS approaches have advanced research. The articles provide empirical examples of research leveraging methods and analyses from complexity science. In this introduction article to the special issue, we discuss the authors’ contributions to defining and explicating concepts and methods that fall under the umbrella of CS perspectives and how these methods were used to investigate complex processes in their topics of study. The articles capture the goal of the special issue to demonstrate how the research questions framed by CS assumptions can change our expectations about the very nature of the processes under study in education. We then take a more global perspective and acknowledge the commonalities amongst the papers, including (a) the reliance on intensive data to answer research questions, and (b) the use of dynamic approaches that yield findings about the stability and change of these systems and phenomena.     

融合教育中特殊需要幼儿的社会参与状况及其影响因素--基于H市42个融合班级的调查数据分析

实现特殊需要幼儿的社会参与是学前融合教育的目标之一,这使得特殊需要幼儿的社会参与状况成为衡量学前融合教育质量的重要指标之一。本研究以来自H市14所幼儿园42个融合班级的89名特殊需要幼儿及其1133名同班普通幼儿为调查对象,基于同伴社会计量报告以及教师对特殊幼儿互动的评估,从同伴接纳、友谊/社会关系、同伴互动三方面考察特殊需要幼儿社会参与状况及其影响因素。结果发现,特殊需要幼儿社会参与状况总体堪忧,同伴接纳水平总体较低,消极互动水平较高且积极互动水平很低;个人维度中的外化问题行为和性别可以预测特殊需要幼儿社会参与,女童比男童更容易被同伴接纳,问题行为严重的幼儿则更容易被拒绝。提升特殊需要幼儿的社会参与,需要加强幼儿园资源教室建设,改善特殊需要幼儿的问题行为,强化家庭、幼儿园以及康复或干预机构之间的合作,等等。     

利用特例解几何题的技巧

以具体实例说明解题过程中如何巧妙灵活地取特殊值、特殊点、特殊曲线、特殊图形的方法和技巧。     

How to make the neighbourhood school a school for all?

A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow.     

Teaching science skills and knowledge to students with developmental disabilities: A systematic review

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.     

Person-centred reviews and transition: an exploration of the views of students and their parents/carers

The person-centred review (PCR) is a model for the review of a student’s special educational needs (SEN) which places the young person and their family at the centre of the process. This mixed-methods, exploratory study investigated the views of 16 students with SEN aged between 10–11 years (Year 6) and 13–14 years (Year 9), and their parents/carers on their PCRs (which were mostly held at transition). Attention was paid to potential changes in the young people’s locus of control and feelings towards school. Findings indicated that the PCR is a collaborative, constructive and reassuring process for families where a wealth of information is shared openly and honestly within a relaxed, yet structured, meeting. The young people were generally positive about the process, although many felt daunted beforehand. Some parents felt the meeting was too long and not entirely accessible to children. The study did not conclude that the young people’s locus of control or feelings towards their education changed following the PCR. Implications for good practice are discussed, particularly for educational psychologists and in the context of the SEN and Disability Code of Practice.     

Bullying and social support: variation by school-type and emotional or behavioural disturbances

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.