重视健康教育 改革体育教学

加强高校大学生健康教育,必须加强体育课程建设,提高教师健康教育素质,建立大学生体质监控机制,实施大学生素质教育.     

Editorial

Social work students' responses to research tend to reflect their anxiety about the acquisition of competency in statistics and research methods. Their desires to attain social work education and subsequently become practitioners are viewed by them as at odds with research as taught. Yet, within the current quantocentric culture—which the authors define as one in which quantitative research methods are privileged over other lines of inquiry—social work education is increasingly emphasizing research as a central component of practice. Using a ‘culture as disability’ framework to understand quantocentric culture and its impact on the educational environment, we suggest an educational approach designed to interest students in a broad view of research allowing for the wholehearted inclusion of non‐quantitative and practice‐related facets of research. The approach encourages students to: (a) fully articulate their perceptions of research, both positive and negative; (b) link these views and experiences to the anti‐oppressive social work literature and to examine research methods from the perspective of quantocentrism; and (c) develop an inclusive typology of research that integrates qualitative approaches encompassing historical, philosophical, narrative and other avenues that are relevant to their future social work practice careers.     

Notes on contributors

Ethics is a central area for professional education in social work. The main educational strategies for the ethics component in social work programmes are often a combination of explicit attention to principles and implicit grounding in practice examples (such as ‘case study’ vignettes). These approaches equip students to recognise and respond to the complexities of ethics in practice. However, they may also encourage students to understand ethics as ‘rules of conduct’, in which there are ‘correct answers’ that can be learned and applied. This paper advances the view that it is more helpful to consider ethics as a ‘framework for thinking’ about the means/ends relationship in practice. It is argued that, as a consequence, the goal of ethics education should be to enable student social workers to grasp the inherently moral nature of practice and the ambiguities that follow from this. Such a position points to the paradox of social work education, that it involves teaching about things that cannot ‘exist’ separately from their being created in action. To explore this paradox in teaching ethics, the paper considers inductive approaches in learning as a way of responding to the ambiguities that are inherent not only in the subject but also in the experience of professional education.     

论美术教育中的培养自信与张扬个性

“教无定法”,新课改实施过程中,教师是课改实践者,又是课改主体。树立以学生为本的课程观,根据教材不同的内容,采取不同的教法,体现其灵活性、多样性、过程性和实践性,建立学生自信。“学无定法”,培养美术课的开放性、选择性、自主性,张扬学生个性。     

学习理论及其对外语教学的影响述评

学习理论是外语教学模式的理论基础。行为主义学习理论、信息加工学习理论、人本主义学习理论和建构主义学习理论等主要学习理论,由于各自切入的视角和研究的侧重不同,其对外语教学的影响也不同。基于建构主义的外语教学使传统教学发生了革命性的变革,昭示着未来外语教学发展的方向。     

论新实学的务实为乐的价值观

新实学是继承和发展中国古代实学优秀传统的反映中国现时代精神的中国化的马克思主义哲学的新构想。新实学的价值观立足于现实的人现实的历史的存在之中观察和思考全部价值现象,对价值问题做历史性研究,是一种价值的历史性思维方式;确认价值是应该与事实的统一,价值是事物的现实的历史发展的存在方式,特别是现实的人现实的历史发展的存在方式,价值的本质是事物的历史发展性质,价值的形式是事物的活动及其历史发展过程,价值是一个历史范畴;倡导以求真务实为乐,反对和克服弄虚作假的歪风邪气,为全面建设中国特色的现代文明的小康社会而奋斗。     

浅析大学英语课堂教学中学生自主学习能力的培养

本文从自主学习的理论依据出发,以《大学英语》(全新版)《综合教程》为例,探讨了大学英语课堂教学中如何指导学生的自主学习及其具体操作步骤。     

合作学习模式在研究生英语教学中的应用

研究生数量的增加给英语教学带来了困难，应用合作学习模式有助于改善这一状况。合作学习模式在激发学生的学习热情，增加课堂语言实践活动量，缓解学生的胆怯心理和增强他们的自信心等方面都具有重要作用。结合研究生英语口语教学实践，简单介绍了合作教学模式的应用方法和应用效果。在合作学习模式中，教师是课堂活动的总设计师，创造性地设计教学任务、帮助学生合理分组、指导学生分工合作、组织学生课堂活动，并对学生的课堂表现准确评估。将合作学习模式应用于研究生英语教学仍处于探索阶段，还需要在教学实践中进一步完善。     

谈《劝学》的误读

作为中学语文传统节选篇目的《劝学》常被误读,普遍关注其工具价值而忽略了人文价值,普遍读成一篇讲学习的意义、态度与方法的文章,文章的真正意图常被遮蔽。荀子《劝学》主要是讲通过学习儒家经典著作,让人最终知“礼”,并贯串于社会实践中,最终成为“圣人”、“成人”。     

冯友兰对“仁”的诠释及其西学元素

冯友兰对“仁”的诠释主要有三种方式：起初受新实在论影响以“新实在论”解释“仁”，解放后在“左”倾思想的影响下以“阶级观点”分析“仁”，新时期以“辩证观点”阐述“仁”。这三种方式对仁的理解虽然各有特点，但又共同体现了冯先生深受西学的影响。