浅谈小学生投掷能力的培养--以“快乐的小飞机”为例

投掷能力是人类基本行为能力之一,它能极大的锻炼人的臂力、肩部柔韧度,对于一个人来说,良好的臂力和肩部柔韧度能方便人在未来进行更多的体育锻炼,如举重等,随着全民健身活动的不断开展,人们对投掷又有了新的认识。     

关于农村初中生学习心理的调查报告

通过对黄陵县桥山中学初中生的调查。本文将对农村初中生的学习心理的现状、特点及成因进行分析并提出相应的对策。     

数学课中分层教学的实践

要培养全面发展的合格人才，全面提高学生的学习质量，须结合学生实际，加以因材施教。在对学生分组和分层备课的基础上，进行分层授课，是教学中的一个重要环节。对学生进行分层教学，使全体学生共同进步有了一个有效的措施，也是因材施教落到实处的一种有效方式。     

The development of a checklist of child characteristics for assessment purposes

Until recently, pupils in The Netherlands with a developmental perspective of up to 24 months and with additional disabilities rarely made use of the educational facilities available. As a result of a new law passed in 2002, an increasing number of pupils with profound and multiple learning difficulties (PMLD) will attend school. Given the heterogeneity of this group of pupils, an appropriate method of assessment is needed to chart the abilities that these pupils have and to allow a suitable educational programme to be developed on the basis of the results obtained. As the existing instruments are not generally very satisfactory, a new instrument has been developed. This is a checklist that has been subjected to reliability trials and factor analysis after formulation of suitable items. The results indicate that it is a reliable checklist, with factors that can be interpreted accurately in terms of development perspectives (functions, activities and participation).     

The Dutch policy of integration put to the test: differences in academic and psychosocial development of pupils in special and mainstream education

After several failed attempts to rein in the growth of special education, the Dutch government made a start in 1991 with a policy to accommodate pupils with problems in regular education and to put a stop to the growth of special education. This paper examines a large-scale study conducted by our research group at the University of Amsterdam which attempted to answer the question whether pupils with problems are better off in special education where there are more resources and they can get more attention than in mainstream schools. It was expected that the pupils in special education would do better due to the specialist care and individual attention. However, with a few exceptions, few differences were found when comparable at-risk pupils in regular schools were compared with their counterparts in both types of special schools. There was a conspicuously large measure of variability in both regular and special education. All school types had both at-risk pupils who were doing well from an academic and/or psychosocial perspective and pupils whose progress left much to be desired. There is little evidence to support the idea that at-risk pupils make less progress, in either their academic or psychosocial development, in regular schools compared with pupils in special schools. The general assumption that at-risk pupils will do better in special education does not seem to account for its attractiveness. Contrary to the policy theory, the dual system, as it exists in The Netherlands, does not appear to be an obstacle to the provision of adequate care for pupils with special educational needs. However, the policy to equip regular schools to accommodate this category of pupils appears not to be realized as simply as that. It has not proved possible to demonstrate the effects of the varying levels of specialist help provided by regular schools on the development of at-risk pupils.     

1995-2000年福建省汉族城市男生近视率的走势分析

将2000年与1995年福建省汉族城市男生近视检出率进行纵向对比,结果发现小学初期与高中阶段的男生近视发生率显著上升,应引起学校、家长的高度重视。     

县城小学生肥胖发生率及其对肺功能的影晌

目的：掌握上高县小学生的肥胖发生情况,为防控小学生原发性肥胖提供依据。方法：制定纳入排除研究对象的标准,随机抽取上高县实验小学的学生,调查其肥胖状况并分析其肺活量、肺活量指数等指标。结果：共获得调查对象645名小学生。超重和肥胖总检出率分别为4.3％和2.0％,男生、女生超重、肥胖和超重肥胖合计的检出率分别为6.2％和2.1％、2.8％和1.0％、4.3％和2.0％。超重、肥胖小学生的肺活量均大于正常体重小学生,但肺活量指数前者均低于后者。结论：县城小学生尤其是男生的肥胖问题已较严重,应加强预防控制,以保障和促进其心肺功能的健康发育。     

Ultra-orthodox Jewish teachers' self-efficacy and willingness for inclusion of pupils with special needs

The main aim of the present study was to investigate the attitudes of boys' teachers (N = 68), and girls' teachers (N = 68), in the independent educational system of the ultra-orthodox (Haredi) community, towards inclusion of pupils with special needs in regular classrooms. Forty of the subjects lived and taught in two major cities in which reside, beside other citizens, the majority of the Haredi community in Israel, and 73 of them lived in a small town in which reside only the Haredi community. Results show that willingness to include pupils with special needs in their class of teachers in the cities is significantly more positive than their counterparts in the small town. In addition, within those cities the willingness to include of the boys' teachers is more positive towards inclusion of mildly disabled children, while the willingness to include of girls' teachers is more positive towards inclusion of severely disabled pupils. Findings indicate also that the Haredi teachers, males and females alike, have a different perception of disability as compared to the common spread of the professional perception of this term. Results indicate the effects of a major change in the state's educational policy on its independent minorities' educators.     

Students’ conceptions about a fair assessment of their learning

The objective of this study is to know the conceptions of primary and secondary school students about what constitutes a fair assessment. To achieve this aim, a phenomenographic study was carried out with 32 students. In a broad sense, the results showed that there were two types of conceptions. On one hand, a conception of fair assessment related to equality, transparency, objectivity, and evaluation of class content; that is, an egalitarian conception of fair assessment. On the other hand, a conception associated with ideas such as adaptation, diversification of tests, and qualitative assessment, even taking into account students' effort and attitudes, which define a conception of fair assessment linked to equity. These conceptions are associated with the concepts of legal justice and social justice, respectively and they contrast with the nature of external evaluations currently carried out.