21世纪初世界体育新学科研究现状与趋势

重点阐述了20世纪末和21世纪初世界各地区体育新学科的研究状况与趋势，并提出体育新学科50余门，包括体育自然学科、社会学科、管理学科、人学科和信息学科的众多学科。目的在于总结思考和借鉴国外体育学科研究的最新成果，结合我国社会主义体育事业发展阶段的实际情况加以运用发展和创造。     

贵州留学日本学生与贵州辛亥革命

20世纪10年代留学日本的贵州学生直接将各种新学思想源源传入贵州,重视政治学理的阐述与政治体制的分析,触及民权、三权分立、共和制度、联邦体制等核心理念,推开了贵州新一轮新学传播热潮。贵州留学生大都在孙中山与梁启超间做出选择,受粱启超影响尤其显著。君主立宪与民主共和两种观念,也由留学生传递回省,两种思想的碰撞从此在贵州拉开了序幕。留学日本的贵州学生为贵州辛亥革命提供了思想资源和干部准备。     

20世纪中国文学中的 "风水" 叙事

近代以来, 作为中国传统文化一脉的风水观因其缺乏 "真确的知识" 而受到摒弃和批判, 五四以来风水一直受到科学理性、 唯物主义主导的文学思潮的攻伐. 随后, 20世纪中国社会及文化思潮发生了巨大的变迁,风水在文学中的境遇也因时而易, 这不但反映了时代思潮的嬗变, 还纠结着20世纪纷繁复杂的政治、 哲学及美学取向. 尤其是随着90年代中国文化语境的变迁, 风水文化逐渐浮现出其反思现代性的 "复魅" 特质.     

The construct of media and information literacy in Singapore education system: global trends and local policies

This paper discusses the representation of information literacy and media literacy in the Singapore education discourse as part of its twenty-first century competencies framework. Through examining the conceptual definitions, purposes/aims, and means of these two significant twenty-first century competencies in the global context and the Singapore education policy, the authors argue that despite both information literacy and media literacy have been widely recognized as crucial skills in the knowledge-based economy, they are perceived as separate concepts, given differentiated emphasis, and implemented using similar approaches by various governmental and educational agencies in Singapore. To facilitate the acquisition of these critical competencies, this paper argues that an overarching framework featuring the seamless integration of information and media literacy in school curricula and public education needs to be in place to clarify conceptual concerns and guide its practical implementation.     

Deconstructing the Metanarrative of the 21st Century Skills Movement

Abstract

If Neil Postman, were alive today, what would he say to Prensky, the originator of the term, ‘digital native’, about the ways in which teachers should approach the wonders and perils of e-learning in their classrooms? As the Dean of a faculty of education which is devoted to both creating and critiquing a variety of digital teaching and learning strategies in K-12 and adult education contexts, I have kept a close eye on the developing metanarrative of the twenty-first century skills movement. Arguments and anecdotes from the movement’s proponents concerning teachers’ technological accountability and competencies are attractive and compelling to some educators at the same time as they are oppressive and disturbing to others. In order to deconstruct the technophilic discourses of Prensky, Trilling, and Fadel, I juxtapose their work with Postman’s cautionary tales about totalitarian technocracy in schools. Postman wants educators to question their taken-for-granted assumptions about the ways in which they and their students should interact with technology. Prensky and his followers wish to provide educators with effective ways to involve their students in experiential learning partnerships through the use of serious gaming, e-books, crowdsourcing, and Facebook. As the views of Prensky and Postman are contrasted, a number of interesting issues emerge. What, for instance, is the nature of moral development and cultural identity formation when collective intelligence, hypertexts, and virtual relationships displace traditional textbook and face-to-face modes of learning? In this article, therefore, I attempt to synthesize the opposing perspectives of Prensky and Postman in order to establish a balanced and yet critical theory of the nature of e-learning.     

论18世纪英国的家族地产

18世纪,在英国拥有家族地产是一种主流社会风气,它是以家族为单位的地产占有及支配方式。家族地产由土地和住宅两个部分组成,两者所承担责任各有不同,但都已超脱单纯经济作用。在父系观念、家族保障思维影响下,家族内部形成以直系继承者为主体、其他家族成员为旁支的地产权益分配形式,并对家族主要地产进行保护。家族地产造成英国土地逐渐集中在大土地家族手中,他们对土地采用消极占有态度,这既不利于土地农业生产效率的提高,也不利于地产资源在市场中多向流动。     

跨世纪河北对外开放的若干战略性问题

〕河北省２０年来的对外开放虽然取得了很大的成就，但与东南沿海省份相比仍有不小的差距，如何构建与完善跨世纪的河北省对外开放战略显得尤为重要。以环渤海经济发展战略为突破口，全面构建河北的对外开放战略乃是重之中重；另外还要注重发展省际协作，强化利用外资的力度，深化外贸体制改革，使河北省的经济发展再上一个台阶     

世纪之交田径运动的回眸与前瞻

20世纪的田径运动走过了辉煌壮丽、令人激动和叹为观止的百年历史,作为体能类运动项目,在新的世纪,她将继续挖掘人类运动极限,揭示人类生理、心理和竞技运动方面的巨大潜能,同时还将作为现代文明的重要成果,成为世界性全民健身的最广泛的手段和方式.     

新世纪学校体育功能和目标的研究

指出学校体育有生存教育、生活教育、人文精神教育、道德品质教育和个性教育等功能,并在此基础上提出了新世纪学校体育的操作化目标.     

21世纪我国社会体育的发展趋势

通过对新世纪社会政治经济的简要分析,概托了21世纪我国社会体育的8个发展趋势。(1)“健康第一”、“体育强身”的观念将更加深入人心;(2)体育作为现代生活方式的稳定内容,将逐渐进入每个家庭;(3)体育与文艺、旅游、休闲等社会文化活动的结合更为紧密,消遣娱乐性特点更为突出;(4)体育人口逐渐增多,群众体育的发展结构更加合理;(5)科学锻炼意识普遍增强,社会体育科学化进程明显加快;(6)组织管理体系进一步网络化,社区体育将有较大发展;(7)法制观念深入人心,社会体育规范化、法制化水平将明显提高;(8)社会体育市场逐步成熟,经营性活动渐受欢迎。