论刑事责任

着重从刑事责任的概念、内容、目的、主体及如何实现刑事责任方面论述刑事责任。     

广东省中小学学生对体育教师的角色期望

通过问卷调查法、数量统计法等方法对广东省中小学学生进行调查，从学生的视角对体育教师应具备的品质、素质、能力和对体育课等方面提出了一些期望，以期给体育教师和有关教育部门提供可参考信息。     

对我国U-18青年女子足球运动员技术现状的分析

通过对参加2003-2004年度全国U-18青年女子足球队冬训的12支重点地区队伍的176名运动员十项技能测试的成绩进行研究，分析了我国青年女足技能现状及存在的问题，对我国青年女足的训练提出了建议。     

田径运动技术学习的基本心理学条件

运用文献资料分析法进行了分析与综合,借鉴运动心理学和现代认知心理学的基本理论,结合田径专项运动技术基本理论,从感知觉、专门化知觉、动作图式等3个方面,对田径运动技术学习的心理学条件进行了分析与研究.     

排球普修课中培养学生教学能力的实验研究

对在排球普修课中如何培养学生的教学能力进行了实验研究.通过实验组与对照组学生排球理论考试、技术考核、平时表现及总成绩的比较,发现二者之间并不存在显著性差异,这表明,本实验方法在教学过程中不仅能够培养学生的教学能力,而且也能较好地完成教学任务.     

论体育院系学生知识技能的掌握与能力的培养

通过文献资料研究和多年教学实践的总结,较全面地论述了知识技能的掌握与能力培养的辩证关系;关提出体育院系学生能力培养的基本途径与方法。     

体育经纪人条件论略

本文从体育营销学和体育社会学的视角，对体育经纪人应具备的素质、知识、能力进行阐述，并结合实例分析体育经纪人素质、知识、能力的内涵及其作用，以期对我国体育经纪人的培养有所裨益     

知识经济时期科技期刊编辑信息能力的重塑

知识经济时期对科技编辑信息素质的要求被提高到一个新高度、新层次.只有着眼培养现代化的新的信息能力,才能确立编辑个人与刊物在新时代中的生态位置.     

Aesthetic experience and creativity in arts education: Ehrenzweig and the primal syncretistic perception of the child

The pertinence and worth of arts in Quebec primary schools vary considerably from one institution and school administration to another. In this paper it is argued that well-integrated arts education would bring a large array of pedagogical benefits to students, not the least of which is the preservation and the development of aesthetic perception and creativity. Actually, teachers can rely on the syncretistic and amodal perception of the young child, a learning mode that is analogous to the aesthetic experience and fostered by art practices. The paper draws notably on Ehrenzweig and Winnicott to advocate that the school, through arts education, should preserve and make use of this precious perceptive faculty, and temper the educational bias that largely favours the logical or analytical mode of the child. It advocates for an essential developmental balance between the child’s intuitive and analytical faculties, a healthy equilibrium that arts education has the potential to instil. Children and society both have much to gain from the school’s fostering of arts education and aesthetic perception: children from their balanced development and society from future creative citizens’ contributions.     

Triangulation of language assessment modes: learning benefits and socio-cognitive prospects

An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners’ writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical (word choice), and discoursal (cohesion and coherence) well-formedness. Furthermore, focused group interview was run to elicit the learners' attitudes and preferences toward type of assessment. Three cohorts of proficiency-matched language learners sat for a semester-long experimentation (20 sessions × 90 min = 30 h) and three testing sessions. The results revealed that PA group significantly improved in the writing skill, but TA and SA groups did not. Self-efficacy was not enhanced in any of the assessment groups under study. The interviews and follow-up member checkings indicated that the pupils did not have positive attitudes toward PA and preferred TA. Among the sources of this disfavor, they referred to misunderstanding, lack of knowledge or attention, tiredness, poor handwriting of the assesse, shyness, friendship bias, and even feeling not qualified enough to judge their peers’ tasks. Overall, then, the study reported a mismatch between the students’ actual performance and attitudinal beliefs under different assessment conditions, implying that (a) Iranian students are more inclined toward teacher-dominated pedagogies and (b) triangulation of assessment modes provides more reliable optimal results.