重申“中学为体，西学为用”——关于中国当代雕塑发展的思考

中国传统雕塑的缺失是中国当代雕塑发展存在的重大问题,文章从中国古代雕塑历史的经验分析,强调中国传统雕塑在当代雕塑发展中的主体性,提出“中学为体,西学为用”,解释其内涵及实施方法。     

国内户外运动研究综述

自20世纪80年代传入我国以来,户外运动发展非常迅速,受到国内学者普遍关注。本文利用国内主要学术期刊文献等数据,对我国户外运动的研究成果进行了梳理分析。通过文献分析发现,户外运动的研究逐渐从单纯的理论研究向应用研究转变,也出现了一些跨学科的研究。     

Leader anxiety during an adventure education residential experience: An exploratory case study

Abstract

Research in outdoor and adventure activities has frequently focused on participant outcomes but has seldom sought to understand the experiences of the leader. This case study evaluates changes in the anxiety of a leader during an eight day residential experience for 30 Physical Education students, based in the Langdale Valley (English Lake District). A one way analysis of variance revealed significant differences in the self confidence scores of the leader measured using the CSAI-2 for the time prior to the group completing a ridge walk supervised by members of the teaching team, and prior to the group's self contained two day expedition (p=0.048).

The data also supports a general trend of higher cognitive and somatic anxiety before the group activities commenced in the morning and last thing at night. Qualitative information in the form of field diary entries supported that increases in anxiety and a reduction in self-confidence were symptomatic of instances where the leader felt that they could not directly influence event outcomes.

This study recognises a potential need for leaders to consider the implementation of strategies to manage stress levels during extended residential periods, although further research is required to more fully understand the phenomenon of leader anxiety.     

Ours to reason why

Abstract

This is a story of what happened on the Aiguille du Grepon. It is based on fact and designed to reveal both the appearance and reality of motivation in climbing, a combination that is often difficult to express in a traditional academic style. The story differentiates motivation along two dimensions, a goal dimension with intrinsic and extrinsic rewards at opposite ends and a relational dimension with exclusive and inclusive rewards at opposite ends. These polar opposites are integrated in the experience of outdoor adventure through the story. They are further reflected in the attitudes of a previous generation of climbers. It is suggested that these motivations define the games of outdoor adventure in general, and that we should be self-conscious of them both in education and in play.     

A four-year follow-up of means-end outcomes from outdoor adventure programs

Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In 2010, semi-structured telephone interviews were conducted from a convenience sample of the original participants (N = 200). Results of this study show how OB and NOLS programs continued to increase participant self-respect/esteem/confidence, impart transferable lessons and skills, and provide a sense of self-awareness four years after course participation. Understanding such participant outcomes allows program managers to effectively market programs, comprehend relationships between program attributes and participant outcomes, and design programs for specific outcomes.     

Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context

This research suggests that learning biology in an outdoor environment has a positive cognitive and affective impact on 13–15-year-old, Swedish high school pupils. Eighty-five pupils in four classes participated in a quasi-experimental design. Half the pupils, taking a biology course in ecology or diversity of life, had several lessons outdoors and the other half were taught indoors. All of the classes, but one, also had mathematics lessons outdoors once a week. Twenty-one pupils were interviewed five months after the course and all were positive towards the new learning environment they had experienced outdoors in biology and/or mathematics. They also valued the higher degree of interaction among the pupils. Other findings from the interviews were that the pupils from the outdoor classes showed a higher degree of long-term knowledge retention. They remembered both activities and contents better than the pupils in the indoor classes. An essay-type question assessing their biological understanding qualitatively according to the Structure of Observed Learning Outcome taxonomy revealed no differences between the groups. The results are discussed in the light of neurocognitive models of long-term memory.     

The desire to learn as a kind of love: gardening,cooking, and passion in outdoor education

‘Gardens for Bellies' [Haver til Maver] is an organic school gardens project at Krogerup farm in Northern Sealand, Denmark, which provides children with first-hand experiences in a natural, outdoor environment. The general intention of the project is to expand children's competences and their knowledge of nature, farming and food preparation. This article draws on a new evaluation of ‘Gardens for Bellies' based on qualitative as well as quantitative studies carried out by education researchers. The evaluation shows very positive learning benefits linked to experience and enjoyment. The outdoor learning programme and environment represents a unique addition to the national curriculum of the Danish state school system, providing the possibility of interdisciplinary and enjoyment-based learning. One of the main conclusions is that the pupils who participate in the ‘Gardens for Bellies' programme develop a desire to learn. A number of the competencies they develop relate directly to the subject of science, as well as other school subjects. Parents confirm the learning benefits and view ‘Gardens for Bellies' as a unique supplement to regular school teaching. The experience dimension and a certain communication of love together with the teachers' passion to show their passion for teaching on site provide one possible explanation as to why the desire to learn is stimulated among the pupils.     

Learning in the Finnish outdoor classroom: Pupils’ views

ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.     

城市雕塑在城市公共空间中的应用研究

城市雕塑的规划和建设已经成为城市建设中不可或缺的重要组成部分。从分析我国城市雕塑现状入手,研究城市雕塑与城市公共空间的关系,探讨城市雕塑的发展对策,以合肥女人街入口主题雕塑为例进行分析。