从“凝神静观”到“消遣”——对机械复制时代艺术接受方式转变的思考

本雅明认为随着机械复制技术在艺术生产中的运用,艺术品的展示价值越来越占主导地位,从而给现代艺术带来了一系列的变革,其中之一就是艺术接受方式的转变。艺术接受方式从对传统艺术凝神静观的方式转变为消遣的方式。本雅明对这种消遣式的接受方式是持肯定态度的。但本雅明过高夸大了这种消遣方式,这种接受方式和对传统文学艺术作品的凝神静观相比,它拒斥了观众的想象参与,造成了观众思维活动和想象活动的严重缺席,使观众处于被动状态。     

大学生的休闲生活现状及科学构建

当前,休闲社会在我国已经初见端倪,大学生的休闲生活呈现出时间大幅增加、动机趋向多样化、活动实态更加丰富、消费比重逐渐增大等一系列特点,但由于各方面的原因,大学生在休闲生活观念、活动技能、活动层次和道德自律等方面还存在着诸多不足。因此,根据大学生休闲生活现状,科学构建大学生休闲生活体系,促进大学生休闲生活健康发展,对于大学生的全面成才具有重要意义。     

Governing indigenous recreation at a distance: a critical analysis of an after school active health intervention

Within the Canadian context, the physical activity levels of children and youth in the after school time period has become a source of public health concern. We argue that this concern is informed by broader public health crises, in particular the ‘global obesity epidemic’ and the closely related ‘global pandemic of physical inactivity', and that these so-called ‘crises’ operate as part of a discursive regime that serves to justify after school interventions aimed at increasing the physical activity practices of children and youth. Although the objectives of such interventions are seemingly well intentioned, we suggest that such interventions nonetheless harbor difficult to discern, but potentially pernicious consequences, for the communities in which they are implemented. We focus our attention on the place-specific effects of one Public Health Agency of Canada-funded after school physical activity intervention – After the School Bell Rings (ASBR) – that was implemented in the mostly Indigenous, northern community of Placid, Manitoba. Based on a critical analysis of the ASBR program itself, along with interviews and focus groups with children, parents and recreation providers (n?=?10) from the community of Placid, we contend that the ASBR serves to govern Indigenous recreation at a distance. We argue that when implemented in the place-specific context of Placid, the ASBR functions as part of a broader governmental assemblage composed of loosely connected discourses, institutions, socio-structural conditions and individuals that, when assembled, ultimately serve to govern geographically and culturally distinct communities. We conclude by suggesting that the objectives of broad-based health interventions, such as the goal of increasing after school physical activity levels, should not be universally implemented across diverse locales, but need to account for the diverse, place-specific priorities and needs of the communities into which they are implemented.     

‘Control must be maintained’: exploring teachers’ pedagogical practice outside the classroom

Drawing on qualitative data, this article presents an analysis of six secondary science teachers’ expectations and practices related to teaching outdoors during a professional development programme. Using Foucault’s and Bernstein’s theories of ‘space’, routines and set practices, I argue that participant teachers’ fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers’ ‘fearful’ expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts.     

Learning opportunities in the outdoor school–empirical findings on outdoor school in Germany from the children’s perspective

This article examines learning processes and learning opportunities in the outdoor school based on 13 focus-group interviews with children (ages 8–9) at three German elementary schools. For 1 year, cross-curricular teaching had taken place once a week outside the classroom—in natural settings, at cultural sites or on school grounds. The article discusses the learning potential of the outdoor school in terms of activities that the children perceive as dominant, i.e. playing, moving and social cooperation. It will discuss and reflect upon the learning opportunities that arise as well as on the limitations of learning in out-of-school settings and the role of learning in the children’s perception. The study reveals that the outdoor school as a place of teaching, play, exploration and experience offers formal and informal learning opportunities and encourages children to engage among themselves and within their social and inanimate surroundings by challenging them physically, cognitively, perceptually and socially. Learning processes initiated through play, activity and social cooperation are often not perceived by the children as ‘learning’ in the formal sense. Apparently, a significant proportion of the outdoor school’s potential lies in the combination of teacher-structured and informal learning processes that arise spontaneously.     

大学生户外运动与休闲安全认知分析

随着户外运动作为一种休闲形式在我国的兴起与发展,时间充裕和精力饱满的大学生越来越热衷于户外休闲体育运动,大学生户外休闲体育运动的安全问题也日益显现。大学生户外休闲体育运动安全与大学生的安全认知直接相关。文章分析了福建省高校的大学生户外休闲体育运动安全事故的主要表现形式及其特征,分析和提出了影响大学生户外休闲体育运动安全的主要因素,并通过问卷调查对我国大学生户外运动安全认知进行了剖析,在此基础上,提出了提高大学生户外休闲体育运动安全认知的相关建议。     

乒乓球运动的健身娱乐化研究

就乒乓球运动的健身娱乐功能及其实现的途径进行了探讨,阐述、分析了决定乒乓球运动健身功能的几个主要特点,列举了几种乒乓球运动健身娱乐化的形式。     

高职实训教学情境的特点与创设

高职实训教学情境具有职业性、技能性、操作性、直观性、开放性等特点;高职实训教学情境可以通过实物演示、现场体验、图像再现、模拟操作、问题探讨、生产作业等方式来创设.     

解析运动休闲的娱乐内涵

运动休闲是中国体育在后奥运时代发展的新方向,为参与者带来娱乐体验则是运动休闲的重要价值之一。从生理学、心理学、社会学以及体育美学的角度对运动休闲的娱乐因素进行逐层的分析,阐述了以参与者的感官快乐为基础,自我发展为延续,审美体验为巅峰的娱乐内涵三部曲,以期理解和把握运动休闲令参与者体验和享受快乐的机制和途径,促进运动休闲的健康和可持续发展。     

高校体育教育专业学生业余休闲活动的现状与对策研究

运用统计法和比较分析法,对浙江省高校体育教育专业大学生的休闲活动状况进行了分析和探讨,结果显示:1)休闲活动形式具有多样性、自主性,内容积极较为健康,但休闲层次较低,娱乐性占主体。2)主动休闲意识不高、休闲盲目性较强。3)男生趋向于专业类读物,女生趋向于娱乐消遣类。4)男生喜欢在校园内运动场进行休闲,女生更愿意在寝室里进行休闲。同时,对以上现状提出了相应的建议。