日、英、美三国体育教育专业发展的比较研究

简述日、英、美三国体育教育专业在转变办学方向、改革课程设置等方面的动态，拓宽横向比较的视角，以利于对我国的体育教育专业课程发展有所启示。     

Fifteen years on: the legacy of section 28 for LGBT+ teachers in English schools

ABSTRACT

This article examines the legacy of Section 28 of the Local Government Act in England for LGBT+ school teachers between 1988 and the repeal of the Section in 2003. Section 28 stated that ‘A local authority shall not – (a) intentionally promote homosexuality… (b) promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship’. A questionnaire examined the ways in which LGBT+ teachers in England experienced their work environments in 2017–18. The current perceptions of LGBT+ teachers who experienced Section 28 were compared with the perceptions of those LGBT+ teachers entering the profession after the repeal of Section 28 in 2003. Responses suggest that Section 28 continues to adversely affect the LGBT+ teachers who experienced it. These teachers are, in 2017–18, less open about their sexuality, unlikely to engage in the school community with their partner and more likely to see their teacher and sexual identities as incompatible. Whilst a climate of oppression, discrimination and harassment consistent at the time of Section 28 also played contributed to LGBT+ teachers’ experiences, despite advances in equalities legislation those teaching during the Section 28 era are still deeply affected by their experiences.     

英国8年级教材“数学功能性技能”的内容及其评价

本文就英国新版8年级教材中的“数学功能性技能”的内容进行介绍,提出了对我国教材编写的几点借鉴:即关注生活主题的联系性,关注学生的数学思考过程,有具体的数学内容要求,以及评价标准的可操作性.     

英国高校改革:学生资助与教育参与

英国工党上台后,奉行第三条道路的政治纲领.在高等教育领域,政府一方面延续了新自由主义的市场化政策,对大学生资助方式进行改革,进一步革除福利社会的弊端;另一方面又通过政府的管制,化解市场化造成的不良后果,扩大社会各界对高等教育的参与.本文从学生资助方式的改革和高等教育参与面的扩大两个方面介绍了英国高等教育改革的最新动向和措施.     

The governance of professional soccer: Five case studies – Algeria,China, England,France and Japan

Abstract

Although there has been a rapid growth in the globalisation of sport and its delivery to world markets, nevertheless there is a variety of models of sport-business whose characteristics are the product of local histories, local political and sporting cultures, local economic conditions and so on. This paper does not seek to deny the increasingly obvious impact of globalisation on professional sport, but rather it seeks to articulate the ways in which such global phenomena are locally mediated in professional soccer systems in five countries, to identify and to explain local responses to global pressures. The five examples include the oldest professional football system, that of England, and a second contrasting European system, France, together with three relatively recently established professional football systems in Japan a developed capitalist economy, Algeria, which is developing a post-socialist sports economy, and China which is experimenting in sport as in other areas with a ‘socialist market economy’. The resultant evolution of professional sporting systems represents distinctive configurations of stakeholders in what are in effect contrasting business models, and reflects a situation of ‘diminishing varieties and increasing contrasts’, in contrast to the claims made by Elias in relation to global cultural phenomena.     

绅士文化对战后英国高等职业教育醚影响及启示

二战后，英国政府为振兴科技、复兴经济大力发展高等职业教育，虽取得一定成绩，但相对于德、美等发达国家还有较大差距。英国绅士文化追求古典人文学科价值的传统以及追求教育的教养价值的社会心理是造成其高等职业技术教育发展比较滞缓的主要原因，这种影响广泛而深刻。对于我国而言，必须正视根植于民众心理的中国传统文化对职业教育的影响，挖掘其积极因素，引导职业教育朝良性方向发展。     

英国约克大学的教学、科研及管理特点之我见

英国约克大学(University of York)是世界著名大学。本文将对约克大学在教学、科研及管理方式等方面做一简要介绍,并对我院今后的发展提出一点自己的建议。     

试析英法民族国家形成的政治背景之异同

中世纪,英法对外共同面临着具有"普世主义"倾向的教权和帝权的干涉,只有冲破教权和帝权的限制,独立的民族国家才能形成。另一方面,英法在实现国家统一的同时,其内部政治格局的发展出现了不同的趋势,表现为宪政因素的不同命运。英国宪政因素持续保持活力,而法国宪政因素却日益弱化。     

农奴制的村社基础——以中世纪英格兰为例

有两种解释农奴制兴衰的思路,一种认为,尽管农奴制存在管理成本高昂的固有缺陷,但其具有的某些优势足以弥补这一缺陷;另一种则认为,农奴乃是自愿为奴,因此并不存在监督管理困难的问题。从中世纪英格兰的情况来看,领主通过强化村社组织和农民相互监督,确实降低了管理成本。其他地区亦有类似现象。这些事实表明,将村社视为农奴制的重要基础,的确是解释其兴衰原因的一条新思路。     

英国国家数学课程标准的确立与变革及其启示——中英国家数学课程标准比较研究之一

1989年，英国颁布国家数学课程标准。英国国家数学课程标准确立与变革的基本经验有：对基础教育数学课程改革要渐变，不要突变；要尊重所有的学生及其选择，并为其准备必要的方案；要注意内容领域、学段、达成目标和评估标准的有机结合。启示是：要做到国家课程、地方课程和学校课程之间理论层面上的关系和实践层面上的协调与融合；课程标准必须确立在基本共同要求与灵活适应之间的平衡基础上；教学评估是最根本、最具有导向性的问题等。