共查询到20条相似文献，搜索用时 125 毫秒
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锻炼身体运动负荷价值阈是现代体育方法学中的一条基本原理,它是通往科学体育境地的第一道门径。 锻炼身体的活动有别于竟技表演性质的身体训练运动、锻炼身体运动负荷价值阈指有良好锻炼身体作用的运动负荷区域性的标准。如图一所示脉率120—140次/分是根据一般青年学生心搏量极限脉率来确定的。高或低于此限度,对学生身体均无良好作用,因此简称其为价值阈。 根据价值阈标准,可以把运动负荷分为阈限内负荷和阈限外负荷。阈限外负荷有阈限以上负荷和阈限以下负荷。如图二所出。阈限内负荷对学生身体具有良好锻炼作用,而阈外负荷意义不大。根据这一标准,我们选用阈限内负荷来指导学生进行锻炼身体运动,以求收到良好的效果。下面谈谈我们在体育教学中价值阈标准的应用情况。 相似文献
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本文运用体育方法学中的价值阈原理,对锻炼身体运动负荷进行指导性评价。实践证明,用标准负荷指导学生活动是科学的,增强体质效果是明显的。 相似文献
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在有氧训练中，“无氧阈”理论与“个体乳酸阈”理论，是对运动员血乳酸浓度这一重要指标的阐述。通过对两个理论的比较，认识到“无氧阈”理论存在一定的片面性，而“个体乳酸阈”理论科学的认识到，乳酸的堆积存在着个体差异，在有氧训练中运用个体乳酸阈理论来指导训练，使训练更加科学化，更有利于提高运动员的有氧能力。 相似文献
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傅银鹰 《江西教育学院学报》2000,21(3):57-59
对普通高校学生过度运动进行反思,探讨适度运动与静养对人体的重要价值,认为大部分在校大学生应从自身体质状况出发,选择低能运动项目,遵循有效负荷价值阈进行运动,以适度“运动”为主,辅以“静养”,有益于健康。 相似文献
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依据运动生理学的相关理论,阐述了发展有氧能力的“五种生理强度”和“两阈一区”,以最大摄氧量和无氧阈为检验指标,对中长跑运动员的负荷安排、有氧能力的发展进行了研究。 相似文献
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认知负荷理论认为当学习活动要用到的认知资源总量超过了个体具有的认知资源总量时,就会造成认知超负荷,学习活动就会随之变得低效甚至无效,这对当前的课堂教学有着极其重要的启发作用.基于认知负荷理论,以"探究电流与电压、电阻的关系"实验教学为例,通过研读教材,结合学生的知识图式,对现行的教学路径进行深度变革,如此可降低学生的内外认知负荷,提高学生学习的有效性,进而可切实提升学生的物理学科核心素养. 相似文献
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认知负荷理论认为当学习活动要用到的认知资源总量超过了个体具有的认知资源总量时,就会造成认知超负荷,学习活动就会随之变得低效甚至无效,这对当前的课堂教学有着极其重要的启发作用.基于认知负荷理论,以"探究电流与电压、电阻的关系"实验教学为例,通过研读教材,结合学生的知识图式,对现行的教学路径进行深度变革,如此可降低学生的内外认知负荷,提高学生学习的有效性,进而可切实提升学生的物理学科核心素养. 相似文献
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一、无氧阈的概念及特征 所谓的无氧蒯,是指在递增负荷的运动中,骨骼肌中尚未出现乳酸堆积的情况下,人体最大限度地利用最大摄氧量的百分比及其对应的运动强度,它是机体南有氧代谢向无氧代谢的过渡. 相似文献
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以958名大学生作为研究对象,采用问卷调查法及实验法进行研究。研究发现,阈下抑郁学生患病率为12.8%;自尊对于阈下抑郁的抑郁情绪,父亲的情感温暖、理解对于学生的积极情绪以及母亲过度干涉对于躯体症状和精神迟滞均能做出有效预测,对于改善学生的抑郁心境、提升学生的心理素质等具有一定的借鉴和参考价值。 相似文献
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"两免一补",是国家对农村义务教育阶段的贫困家庭学生实行的优惠政策,即免书本费、免杂费、补助寄宿生生活费.它的实施也给我们的农村义务教育带来了新负荷,对此我们应该正确的分析问题并努力减轻负荷,采取措施以保证这一优惠政策的有效实施. 相似文献
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Slava Kalyuga 《European Journal of Psychology of Education - EJPE》2013,28(4):1477-1493
Transferring one’s knowledge in new situations is usually associated with cognitively demanding processes. The paper explores an approach to facilitating transfer of knowledge by explicitly instructing learners in medium-level generalized but yet domain-connected knowledge structures that are applicable to a broader range of tasks in the domain and could be essential in managing the cognitive load associated with transfer. The paper includes a theoretical analysis of the potential role of the generalized domain knowledge in transfer and an experimental study designed to investigate the effectiveness of explicit instruction in a generalized domain knowledge structure (function–process–structure schema) in technical areas. Forty-nine undergraduate university students with low or no prior knowledge in the domain participated in the randomised 2 (schema-based vs. non-schema-based instruction)?×?2 (general-to-specific vs. specific-to-general knowledge sequences) experiment investigating the effects of these two factors on posttest transfer performance and subjective ratings of learning difficulty (interpreted as indicators of cognitive load). The results indicated a significant (p?<?0.05) main effect of schema-based instruction; a possible trend (p?<?0.1) favouring general-to-specific instructional sequence for posttest test performance; and a significant interaction between the two factors for ratings of difficulty. The paper concludes that (a) transfer within a domain could be facilitated by explicitly instructing learners in generalized domain schemas; (b) general-to-specific approach could possibly be used as a preferred instructional sequence for enhancing transfer; and (c) cognitive load perspective could add some valid arguments to explain the role of generalized domain knowledge in transfer. 相似文献
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基于将180°电畴翻转分成两次连续90°翻转,我们模拟了PZT陶瓷在力电耦合载荷下极化翻转行为．模拟结果表明,先加电场后加压应力处理铁电陶瓷得到的剩余极化比先加压应力后加电场得到的剩余极化大．数值结果与实验吻合得很好[Appl．phys．Lett．88,252907（2006）],同时对这种与路径相关的剩余极化给出了理论解释． 相似文献
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针对负荷波动情况,分析3种常见风电机组的结构特点;利用MATLAB的电力系统分析工具箱PSAT建立了含风电场的14节点算例系统,通过时域仿真研究了相同节点接入不同风电机组对电力系统电压稳定性的影响,对3种机组及其系统的暂态电压稳定性进行了分析对比;讨论了负荷增长方式的不同、风机接入方式的不同对风电并网点电压稳定性的影响。结果表明:负荷增长倍数越大、负荷同时增长、风机分散接入加剧了系统电压的不稳定。 相似文献
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The authors model the class size and teaching load decisions of academic departments in terms of a departmental utility function. Utility is postulated to be asymmetric around class size and teaching load norms, and variables for curricular structure, disciplinary domain, and institutional type are taken into account. Maximization of the utility function produces decision rules for the number of sections to be offered for each course, and hence the faculty's overall teaching load. A nonlinear estimator is developed for the decision rules' parameters and applied to data from four liberal arts colleges and two research universities. Results are consistent with theories about faculty discretionary time and with expectations about the effects of curricular structure on class size. The paper concludes with a discussion about the effects of enrollment uncertainty on faculty load decisions. 相似文献
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Rosenberg-Kima Rinat B. Merrill M. David Baylor Amy L. Johnson Tristan E. 《Educational technology research and development : ETR & D》2022,70(5):1627-1655
Educational technology research and development - Novice programmers, who have yet to form effective mental models of the domain, often experience high cognitive load, low confidence, and high... 相似文献
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Han‐Chin Liu I‐Hsien Su 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):598-607
Multimedia learning environments such as computer simulations are widely accepted as tools for supporting science learning. Although the design of multimedia learning environments can be domain specific, few studies have focused on the use of computer simulations for learning residential electrical wiring. This study aimed to determine whether students using computer simulations learned better than traditional classroom learners in the domain of residential wiring. A quasi‐experiment was implemented with 169 high school students. The simulation group participated in a series of computer simulations, whereas the control group received lectures and demonstrations from an instructor. Students' cognitive load as elevated by multimedia leaning tasks was compared with that of students learning using traditional methods. The simulation group learned significantly better and reported higher cognitive load than did the control group. Moreover, the simulation group managed cognitive resources more efficiently on transfer of learning than did the control group. Having more opportunities to interact with a simulation‐based learning environment could result in higher cognitive load. The higher cognitive load seemed to result in better performance on the achievement test and, therefore, the learners' mental effort was possibly invested mainly in meaning making in the virtual learning environments. Discussion of the results, instruments and research design, as well as suggestions for future studies are provided. 相似文献
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Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of the problem domain, while strategic support is provided to help domain novices get insight into the problem demands. It is assumed that such support helps learners because it lowers the cognitive load of navigation. This frees up cognitive capacity for learning provided that the support fades and becomes less intrusive as a function of learner expertise. It is hypothesized that fading support during practice helps learners navigate more accurately during practice and achieve a higher practice and test performance as compared to learners receiving full support or no support during practice. This study confirms the beneficial effects of fading support on navigation but no effects of fading were found on practice and test performance. 相似文献
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The free vibration and transient wave in a prestressed Rayleigh-Timoshenko beam subject to arbitrary transverse forces are analyzed by the newly developed method of reverberation-ray matrix （MRRM）. The effects of shear deformation and rotational inertia are taken into consideration. With a Fourier transform technique, the general wave solutions with two sets of unknown amplitude coefficients are obtained in the transformed domain for an unbonded prestressed beam under the action of arbitrary external excitations. From the coupling at joints and the compatibility of displacements in each member, the free and forced vibration responses of a beam with various boundary conditions are finally evaluated through certain numerical algorithms, Results are presented for a simply-supported beam subject to either a point fixed load or moving load. Good agreement with the finite element method （FEM） is obtained. The present work is instructive for high-speed railway bridge design and structural health monitoring. 相似文献