Drawing and the Aestheticisation of the Human Figure by Four‐ to Ten‐Year‐Old Botswana Children: Implications for Pedagogy

Drawing is one of children's modes of communication which has recently excited academic inquiry in non‐Western cultures. It is the means through which children express their fears, desires, anxieties and conception of phenomena. This study investigated drawings by four‐ to ten‐year‐old Botswana children in response to the human figure as an aesthetic object. The methodology involved observing a sample of forty purposively selected children engaged in the drawing process and analysing their visual productions in addition to conversational talk about their art. The study found that the human figure was the dominant aesthetic subject across ages represented in both conventionalised form and personalised imagery. Older children showed interest in culture specific imagery and demonstrated mastery of occlusion and depth cues, while four‐year‐old children had limited spatial awareness. The study also found that children demonstrated gradual improvement of drawing skills with age. There was no significant difference in drawing competence between sexes. Pedagogical implications are suggested to scaffold children through the stages of art development.     

阅读教学中儿童想象思维的体察与培养

想象思维是人体大脑通过形象化的概括作用,对脑内已有的记忆表象进行加工、改造或重组的思维活动,是一种开放式的创新思维。阅读教学中,儿童想象思维更具有其鲜明特征。本文在解析儿童想象思维特征的同时,针对现实不足,就如何找准儿童想象思维的生发点、如何创设儿童想象表达的路径、如何完善儿童想象表达等问题进行探究,以期实现儿童想象、思维、语言的同步发展。     

Pupil involvement in special educational needs disagreement resolution: some perceived barriers to including children in mediation

Recent legislation in England has encouraged the use of disagreement resolution and mediation and emphasised the need to involve pupils in their own schooling. These policies apply in the educational system generally, but are particularly significant in the area of special educational needs (SEN). Kirstie Soar, a lecturer in the School of Psychology at the University of East London; Katie Burke, a PhD student at Salford University, Manchester; Katia Herbst, an independent researcher offering research and development services to the not-for- profit sector; and Professor Irvine Gersch, Director of the MSc educational psychology programme at the University of East London, set out to examine how pupil involvement in informal disagreement resolution has developed across 11 English regions since its introduction. The research consisted of 12 in-depth interviews with local education authority (LEA) SEN officers, mediators and parent partnership officers (PPOs) involved in informal special educational needs disagreement resolution. The aims of the study were to determine how far children were actually involved in mediation and what, if any, barriers existed which were seen to restrict such pupil involvement. A thematic analysis of interview content was conducted. Four major themes emerged, including: the distinction between direct and indirect pupil involvement; the importance of the child's view and how it is elicited; the role of other agencies; and other barriers to pupil involvement in informal disagreement resolution. Direct pupil involvement was found to be limited and variable, but indirect pupil involvement was more prevalent. In this article, the authors note a series of recommendations concerning pupil involvement in the mediation process and, in conclusion, put forward the implications of their work for future policy, practice and research.     

商丘古城旅游资源开发中的问题与对策探析

商丘古城——国家级历史文化名城、中国优秀旅游城市,是中华文明的发祥地之一,旅游资源丰富。顺应旅游业发展的潮流,古城旅游资源也进行了开发,取得了一定的成效,但由于条件所限,旅游业的发展无大的起色,与其所拥有的丰富旅游资源和国家历史文化名城的地位极不相称。针对于此,探析古城旅游资源开发过程中存在的问题,并提出相应的开发对策。     

论十堰上津古镇文化旅游资源开发与保护

上津古镇历史文化悠久,文化旅游资源丰富。目前,郧西县加快上津古镇旅游文化资源的开发与保护,然而古镇的开发与保护面临诸多问题,文章旨在通过对存在问题的思考,探索上津古镇文化旅游资源开发与保护的有效途径。     

关于开发黄河三角洲历史文化资源的思考

黄河三角洲区域蕴藏着丰厚的历史文化资源 ,富聚着博大精深的优秀文化传统。对待历史文化资源 ,应以当代资源学的观点来加以认识 ,努力开发蕴藏其中的现代价值