简论在学校体育中落实素质教育的几个问题

1999年12月,国家教育科学“九五规划”重点课题(子课题)《素质教育与学校体育模式的实验研究》结题研讨会在深圳大学举行,研究报告引起了与会人员的极大兴趣和关注。一年多的实验研究使我们深深感到“科教兴国战略”的实施和素质教育的大力推进,为学校体育的整体改革创造了难得的发展机遇。怎样抓住机遇,尤其是在中小学学校体育改革中怎样落实素质教育,怎样使学校体育在素质教育的推进中更好地发挥自身的价值、功能和作用发人深思。下面本文将根据笔者一年多的实践探索和实验研究中所思考和感受的几个问题,与各位同仁商榷。一、学校领导教育思想观念的转变,是落实素质教育的前提条件多少年来,学校体育在许多学校领导的计划中总是“谈起来重要,做起来次要,忙起来不要”。有人曾形象地比喻。

Physical literacy in the field of physical education——A challenge and a possibility

Publications of articles with physical literacy as a topic have increased dramatically since the beginning of 2000 s. The aim of this paper is to,through an explorative literature overview with an inductive approach, analyze frequent, and significant themes in published peer reviewed articles,with a focus on physical literacy. The database EBSCO has been used with the identifiers “physical literacy” and “physical literacy and evidence”.Furthermore ICSSPE Bulletin＇s special issue on physical literacy has been included in the overview. The findings have resulted in three key themes： assumptions of the concept physical literacy and its educative role, sports development and physical literacy, and assessment and physical literacy. Future studies are needed to examine if the advocated pedagogical strategies based on the concept physical literacy have led to a reorganized and revitalized school subject. There is also an existing critique towards making physical literacy an idealistic neutral concept or synonym with fundamental movement skills or sports talent identification. The role of higher education emerges as crucial for the next step of the development of the scientific framework as this involves how physical literacy will be socially configured, nurtured, and embodied in practice.Copyright ó 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

Operationalizing physical literacy for learners: Embodying the motivation to move

Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interest-based motivation. This point of view is consistent with vast amount of research evidence on children and adolescents＇ physical activity behavior. In the article I attempt to interpret and operationalize physical literacy from a perspective that children＇s motivation in physical education is both an innate mental disposition and an acquired/learned attribute. Particularly I rely on the conceptual learning theory and motivation regulation mechanisms of the self-determination theory to argue that in physical education, children should experience tasks that inspire them to embody competence and interest along with self-regulation strategies necessary for developing and sustaining the motivation to move.

Operationalizing physical literacy through sport education

Physical literacy （PL）, as embodied within physical education （PE）, has been vaunted as having increasing importance as a disposition for students of all abilities to establish lifelong adherence to physical activity. The purpose of this paper was to provide a discussion of how the pedagogical features of a contemporary pedagogical model, Sport Education （SE）, may be used to operationalize PL in PE and what empirical evidence currently exists to validate this claim. Substantial empirical evidence exists that the attributes associated with the development of PL （Whitehead, 2010） can be operationalized in PE with the effective implementation of the model. SE has distinct pedagogical features which positively contribute to many of the dimensions of PL and can further an individuals＇ journey towards greater PL and having an embodied self within PE. That stated, there remains concern that the context for this embodiment remains too narrow to be viewed as a panacea for the development of lifelong physical activity. SE must be developed as a connective specialism if these PL attributes are to transform the motivation and confidence for individuals to capitalize on their innate physical potential and make a more significant contribution to the quality of life.

Children's physical activity levels and psychological correlates in interactive dance versus aerobic dance

Purpose： The purpose of this study was to compare children＇s physical activity （PA） levels, self-efficacy, and enjoyment when experiencing dance-exergaming （Dance Dance Revolution, DDR） and aerobic dance in physical education. Methods： A total of 53 urban fourth grade children were divided into two groups, with one group playing DDR and the other group engaged in aerobic dance. After 15 min, the groups switched activities and continued their respective activities for another 15 min. Participants wore NL- 1000 pedometers in four consecutive sessions, and responded to a questionnaire measuring their self-efficacy and enjoyment toward two dance activities at the end of the first session. Results： Children spent more moderate-to-vigorous PA （MVPA） time （p 〈 0.01, 72 = 0.49） in aerobic dance than DDR. Additionally, children reported significantly higher self-efficacy （p 〈 0.001, 72 = 0.28） and enjoyment （p 〈 0.01, η2 = 0.18） in DDR than in aerobic dance. Conclusion： Health care professionals and educators may not replace the traditional PAs and sports with interactive video games, but may use exergaming as an excellent addition to promote PA. Copyright 2013, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

Operationalizing physical literacy: The potential of active video games

The core idea of physical literacy is a mind-body integrated, holistic approach to physical activity. A physically literate individual is expected to be cognitively knowledgeable, physically competent, and mentally motivated for a physically active life throughout the lifespan. The advancement of technology in recent years, especially those in active video games（AVGs）, seems to have allowed the mind-body integrated physical activity accessible to children at all ages. This article reviews findings from research and critique research on AVGs in light with the theoretical and pedagogical tenets of physical literacy and, on the basis of the review, elaborates the potential that AVGs could contribute to enhancing children＇s physical literacy.

Action Research： The Application of Cognitive Load Theory to Reading Teaching

In this report, the author found out that the materials on hand imposed undue cognitive load on students. In order to maximize learning, the author changed her instructional design, kept a close eye on the whole process, and ultimately discovered that reducing the cognitive load of the learning materials is beneficial for the increase of learners＇ interest and the liven-up of the classroom atmosphere, which can finally maximize learners＇ language learning.

Effectiveness of quality physical education in improving students' manipulative skill competency

Purpose： This study aimed to examine the extent to which the quality physical education teaching （QPET） practices contributed to improving 4th- and 5th-grade students＇ manipulative skill competency. Methods： Participants were 9 elementary physical education （PE） teachers and their 4th- and 5th-grade students （n = 2709 3420）. The students＇ skill competency was assessed with 3 manipulative skills using PE metrics assessment rubrics. The PE teachers＇ levels of QPET were assessed by coding 63 videotaped lessons using the assessing quality teaching rubrics （AQTR）, which consisted of 4 essential dimensions including task design, task presentation, class management, and instructional guidance. Codes were confirmed through inter-rater reliability （82.4%, 84.5%, and 94%）. Data were analyzed through descriptive statistics, multiple R2 regression models, and independent sample t tests. Results： This study indicated that the 4 essential dimensions of QPET were all significant contributors to students＇ manipulative skill competency. These predictors were significantly higher for boys than for girls in soccer and striking skills, while they were significantly higher for girls than for boys in throwing skill competency. Of the 4 essential dimensions of QPET, task presentation played the most significant role in contributing to all 3 skill competencies for both boys and girls. Further, students who experienced high QPET were significantly more skillfully competent than those students who did not have this experience. Conclusion： It was concluded that the QPET practices played a significantly critical role in contributing to students＇ manipulative skill competency.

Language Education in India： Dialoging English and Vernacular Languages and Literatures

Post independence the challenge before educators and policy-makers was to ensure that the diverse socio-cultural, linguistic and economic backgrounds of India＇s children are respected and represented in the school curriculum. The need for a comprehensive plan to devise a national system of education was therefore felt. The same mandate holds relevance in contemporary India as many languages are becoming endangered, while some have actually become extint despite claims of multilingualism and maintenance. The loss of a language is equivalent to the erasure of an entire culture itself. This is where schools can play a critical role in preservation and perpetuation by relating the home language to the school language of learners. The integration of one or more language can lead to progressive understanding and use of another language without losing the former. The result would be maintenance of languages in a complementary model. It is also important that in this scheme English is not contextualized in a western ambience, but is taught through a contextually rich local perspective because English is no longer a colonial language per se but a global language in a multilingual milieu. It must therefore find place among local and vernacular languages.

A citation analysis measuring the impact of Albrecht ＆ Sack （2000）

This educational note measures the impact of the Albrecht ＆ Sack （2000） monograph in accounting education literature from its publication date at the end of 2000. Impact refers to the number of times Albrecht ＆ Sack （2000） has been cited and referenced in the three leading US Accounting education journals, being Advances in Accounting Education, Issues in Accounting Education, and the Journal of Accounting Education. This educational note found that since 2001, and until 2007, ＂Albrecht ＆ Sack （2000）＂ has been cited in 29.3% of research papers, and the most cited chapter was Chapter 5-＂Improving accounting education＂. While Albrecht ＆ Sack （2000） has been widely cited, the impact in terms of policy changes, and changes to the accounting curriculum has yet to be eventuated. Indeed it may still be too early to examine impact beyond pure citation.

Engagement and Commitment Among Teachers Working in Subsidized Secondary Education in Catalonia

This paper discusses the notion of commitment--a construct used in the psychology of work--and engagement, as hypothetically opposed to the concept of burnout used in the paradigm of positive psychology. The aim of this study is to analyze engagement in a group of 132 high school teachers from various schools in the private sector and identify its relationship with the commitment variable. The results of the work of this group in three dimensions are presented in this study： vigor, dedication, and absorption; the correlation data are also presented with organizational commitment in three dimensions： affective, normative and temporal （or continuity）. With these results the aim is to find predictive evidence among teachers who score significantly in the three dimensions of engagement and the three dimensions of commitment.

Influences on Excellent Course Network Teaching to Imported Courses Implementation of International Cooperative Education in Vocational Colleges

Both the ＂Interim Provisions on Sino-foreign Cooperative Education＂ and the ＂Regulation of the People＇s Republic of China on Sino-Foreigu Cooperative Education＂ are not specifically mentioned the implementation proposals to the foreign imported courses.The implementation methods of those introduced courses of China are basically like someone crossing a river by feeling the stones, which lacks the mature theoretical guidance and successful practical experience.The release of ＂Implementation Proposal to Construction of Excellent Open Courses of Ministry of Education＂ and the ＂Notice of ＇Construction Measures of the Top-quality Sharing Courses＇＂ have pushed the excellent course construction of vocational colleges into a restructuring and upgrading stage. Focused on the poor teaching effect of current introduced courses appeared in the Sino-foreigu cooperative education, this paper aims to expand teaching time and space of the Sino-foreign cooperative education through the excellent courses construction and network sharing technology.

Present Situation and Development of Vocational Education in English

The rise of higher vocational education in our country is just a few years ago. In recent years, the country＇ s institutions of higher learning at different levels almost opened vocational school vocational classes, including a certain scale of running private schools, but also they have established nationally recognized vocational education classes to satisfy the high school grade point average of students for further studies to improve the quality of the people, for the country develop vocational and technical personnel played a positive role. But over the same period they are to be admitted into the school when vocational students are far from proficiency in English language, to classroom teaching English it brought many difficulties. Thus, with the deepening of China＇ s reform and opening up, especially after China joining the WTO, English as a common language has increasingly shown its importance. How to improve high vocational English teaching is topic worth serious discussion among educators.

The concept of ＂Matthew effect＂ used in the education work

the Matthew Effect （Matthew Effect） refers to the phenomenon that the stronger is becoming the strong and the weak weaker, which widely used in social psychology, education, finance, and science, and many other fields, it has the characteristics of dynamic, universality and continuity. This article embarks from the comprehensive analysis of the concept of ＂Matthew effect＂ , and emphatically discusses the characteristics of the Matthew effect, in the education work performance, and puts forward how to use the ＂Matthew effect＂ to construct good education environment, expect to make a reference to improve education teaching,

A Brief Introduction to Standardization Education at the School of Business Administration, Zhongnan University of Economics and Law

This article briefly introduces the history, current situation and characteristics of standardization management education in the School of Business and Administration （SBA）, Zhongnan University of Economics and Law （ZUEL）. ZUEL＇s different levels of standardization education are discussed in detail, including undergraduate students, graduate students, and continuing education training for working professionals. Also ZUEL＇s teaching style, research foundation, and relative experiences in standardization education are introduced. ZUEL＇s capacity and characteristics are comprehensively shown and expected further developments in standardization education at ZUEL are provided.

Guidance of Constructivist Theory for English Teaching

The traditional English teaching methods are mainly based on teachers＇ words and students＇ listening type. Neither the quality of teaching can be guaranteed, nor are students＇ thinking ability and innovation developed. To change this situation, many educators have done a lot of research and exploration from both theoretical and practical aspects, of which constructivist theory is one of main results. Constructivist theory emphasizes that leaming is a process of knowledge acquisition. Knowledge can not only get from teachers, but also requires learners to learn from others＇ help in some particular context, with the necessary leaming materials, and through a way of meaning construction. Besides, it has important reference and inspiration effects on discipline study and conducting educational research.

The Countermeasures Research of the Problems Existing in Five-year Higher Vocational English Teaching

As the basic course of the five-year higher vocational education, both teachers and students have been spending a great deal of efforts on English, but the effect is still unsuccessful. On the basis of many educators＇ researches in English teaching, the author presents the problems which associate with our real situation and analyzes the reasons of these problems. Then, aiming at the problems, the author takes measures in teaching reforms and researches on teaching reflections.

＂Reading and Writing Assessment＂： An Effective Model of the Student-based Education

Student-based education is a teaching method targeted in students＇ willingness to learn. Teachers must not only know how to change their teaching philosophy, more importantly, to explore the specific implementation methods in practice. ＂Reading and Writing Assessment＂ can effectively reflect this teaching philosophy. Students, in the whole learning process, through independent reading, writing, communication and evaluation, can achieve active learning and creative learning, It is proved that this is a good way of teaching.

Increasing Civics Learning Achievement by Applying Cooperative Learning： Team Game Tournament Method

The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral behavior, and thus stresses the constant link between knowledge and practice. In this context, to increase understanding of civics education for being able to create the best generation and condition in the future life, study on this issue is becoming a very crucial manner. In general, methods like discussion and dialogue are used to allow students to express themselves. However, cooperative learning in particular addresses many of the needs and concerns facing by educational systems and Team Game Tournament （TGT） method is one of the preferable methods of cooperative learning. This study was aiming to increase civics learning achievements by using cooperative learning based on TGT method on secondary school students of Jatisari of Indonesia. The action research procedure was also used so as to be able to evaluate the influent, impact, and result of TGT. Accordingly, cooperative learning with TGT method has successfully given positive contribution to increasing student learning civics achievement.

Three Hypotheses on the Performance of Plato＇s Dialogues

This article examines some ideas on reading Plato by three scholars, dating from different decades of the 20th century and setting off from various theoretical starting points, who explored an alternative possibility by suggesting theories that incorporate the element of＂dramatic＂ performance. According to Auguste Diès the written dialogue is a literary version of a dialectical duel actually held in the Academy between a distinguished visitor and a selected group of students. Through the so-called process of＂transposition＂, Plato transforms a real life event into an artful piece of literature recreating the original scene for educational purposes. Gilbert Ryle, on the other hand, held that the dialogues were primarily intended for dramatic recitation in public, with Plato himself delivering the words of Socrates. They were delivered orally to audiences, as a rule in the context of literary competitions, in which the other Socratics also took part. Finally, Holger Thesleff has once suggested that the （re）performance of the dialogues as an established activity in the Academy constitutes a necessary stage in the composition of new works and the revision of the old ones. In view of his conviction that Plato was the inventor of the dramatic philosophical dialogue he also seemed to have been the first one who explicitly, however cautiously, entertained the idea of theatrical presentation of Plato＇s dialogues-though he later changed his mind and fallen back to the theory of public reading.