Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons

Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors’ feedback practice as well as students’ past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students’ complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study.     

A consideration for physical literacy in Irish youth,and implications for physical education in a changing landscape

The concept of physical literacy (PL) has been suggested as one that can offer a catalyst for a new emphasis in physical education (PE). In the broadest sense, a physically literate child is confident, active, and can maintain health enhancing physical activity (PA) for life. PL includes engagement in PA, physical competence, and PA motivation, confidence, knowledge and understanding. The purpose of this study is to investigate the levels of PL in Irish adolescents. As part of a larger study data were collected from 535 (12.78?±?.42 years) adolescents across 20 schools, to measure physical activity, physical competence, and psychological correlates of physical activity. Less than half of participants are accumulating the minimum of 60 minutes of PA daily required for health (49% males, 26% females). Data highlight that Irish youth are performing ‘below par’ across the domains of PL, with cardiovascular fitness (45% of males and 67% of females reaching ‘optimal’ target) and self-efficacy (53% of males and 46% of females reaching ‘optimal’ target) of greatest concern. Findings are discussed in the context of the need for a targeted direction in post-primary PE in Irish schools to increase levels of PL in Irish adolescents.     

Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation

There still appears to be a gap between what online learning promises and what it can deliver in terms of student learning. Developments in online pedagogies and professional learning appear to lag behind the developments in technology and the promised benefits of technological transformation may not be realised. In this paper, we bring together perspectives that highlight vital aspects of online group-learning by reviewing the group-facilitation literature and the latest online learning literature to interrogate the pedagogical theories and practices currently used in online group-learning in higher education. We specifically focus on the interpersonal interactions between teachers and students, which are described in the online learning literature using the terms instructor immediacy, teaching presence, and social presence. We note differences in the literature regarding how teacher presence is interpreted and enacted and we expound the importance of the personal characteristics of the online teacher. Finally, we provide some signposts that might help course designers and teachers to improve online group learning: the intentional use of effective online learning pedagogies; a deeper understanding of what constitutes teacher presence; and strategies to enact that teacher presence with online groups. Recommendations for further research in online group facilitation are provided.     

企业技术管理的适合度景观研究

有效的技术管理是提高企业技术竞争力的关键。本文应用适合度景观理论，探讨企业技术管理的适合度及其景观。首先提出技术管理适合度的概念，然后构建技术管理的NK模型，并利用模型描述和分析单一系统和多系统耦合的技术管理适合度景观，最后提出景观理论对提高企业技术管理适合度的启示。     

以“职业体能”为主导的高职护生形体课程的构建

我国大多数卫生类高职院校都认识到形体课对于护理专业的重要性,并开设了形体课。但通过现状调查发现形体课教学存在一系列的问题,满足不了社会对护理人才的需求。高职护生形体课教学应建立以＂职业体能＂为主导,以培养学生职业能力为重点的课程体系。本文从课程目标、教学内容、教学大纲、教学方法、护生考核评价等方面进行构建和研究,从而为其教学改革与发展提供借鉴。     

政府主导构建全民健身服务体系的研究综述

运用文献资料法,从政府主导是构建全民健身服务体系的刚性要求;全民健身服务体系的外部环境要求,在政府主导下落实《全民健身计划》;全民健身服务体系自身的内在特征要求政府主导运作等方面,综述认识各级政府、各级体育管理部门,是构建全民健身服务体系的第一主体。     

昆明市商业健身场所女性体育消费调查研究

本文主要采用问卷调查法、文献资料法和数据统计法等方法。对昆明市商业健身场所的女性消费者进行基本情况调查、消费动机以及获取健身消费信息途径等调查分析。目的在于为女性消费者提供参考和指导、为商业健身场所提供数据支持。     

高校辅导员入职的方法及途径研究

辅导员是高等学校教师队伍的重要组成部分,是高等学校德育工作和大学生思想政治教育工作的骨干力量,是大学生健康成长的指导者和引路人。辅导员工作的性质和特点决定了辅导员角色并非单一角色,而是复合多元的角色。     

新时期高职体育与健康教学改革实践研究——以浙江省台州职业技术学院研究为例

针对一些高职院校体育教育中存在的以"竞技技术为中心"的现象,笔者以台州职业技术学院为试点单位,采用文献资料法、实验法、数理统计法等,对高职院校大学体育教学进行了改革尝试。研究结果显示:通过一系列的改革措施落实,大学生对体育课的喜爱程度上升到95%;体育合格率提高3个百分点;除了基本掌握2～3个运动项目的健身方法外,还有99%的同学学会了24式太极拳,学生中能坚持课外自我锻炼的达95.7%。     

职业体适能概念的提出及其对高职体育教学改革的启示

职业体适能可视为身体适应工作、生活与环境的综合能力,包括职业健康体适能和职业技能体适能两个方面。职业体适能概念的提出为高职院校体育教学促进学生更好的认识职业健康及职业生涯规划提供了具体内容和途径;职业体适能概念突出强调“适量”的运动;职业体适能概念的使用既有助于更好地和国际接轨又能凸显高职院校体育教学特色．不同类型的职业对从业人员职业体适能的需求有所不同。