羽毛球后场正手高远球速度变化规律挖掘方法     

钟方源  林川  娄鹏程 《体育科技文献通报》2021,(1):72-72,130

传统的挖掘方法在进行羽毛球后场正手高远球速度变化规律挖掘时没有针对挖掘节点进行并行化改进,因此支持度阈值高。针对这一问题,提出羽毛球后场正手高远球速度变化规律挖掘方法。从局部特征、关联规则、孤立点三个分析角度进行高远球速度变化规律挖掘种类判定,得出种类判定表达式;针对3种情况下的挖掘节点进行并行化改进,得出该信息在高远球速度变化规律挖掘种类中所处的真实位置。实验结果表明,设计的挖掘方法在相同的执行时间中支持度阈值明显低于实验对照组,验证了设计方法在羽毛球后场正手高远球速度变化规律挖掘中的高效性。  相似文献   

生物多样性保护与生物资源永续利用          下载免费PDF全文

娄治平  赖仞  苗海霞 《中国科学院院刊》2012,27(3):359-365

通过阐释生物多样性研究的概念,探讨生物资源与生物多样性对人类的重要影响,分析生物资源研究状况、生物多样性研究进展、现代高新生物技术在生物资源利用和生物多样性保护中的应用等,提出了在扩大内需满足我国不断增长的社会需求之时,应注重生物多样性的有效保护机制、长效保护策略研究,为重点物种保护工程提供理论基础和关键核心技术支撑;同时加强具有自主知识产权的生物资源永续利用研发,推动新兴生物产业升级,对现代化生态城市建设、构建资源节约型和环境友好型社会都有重要指导作用。寻求自身发展与自然界和谐相处的可持续发展方式,将是人类发展道路的必然选择。  相似文献   

浅析幼儿基本体操的基础训练     

陆静霞  周菲  楼云杰 《科教文汇》2012,(27):171-172

为了更好地适应现代幼儿体育教学发展的趋势,创编适合各个年龄段的幼儿基本体操,成为了幼儿体育教学活动中的一项重要工作。如何创编一套新颖、科学、符合幼儿天性的基本体操,并如何在此基础上更好地开展幼儿体操的基础训练教学,以及如何培养幼儿体操教练员的幼儿基本体操创编能力和训练幼儿体操的基本能力,已经成为一个引人关注的问题。  相似文献   

依托产业优势,推动计算机应用教学模式的发展——基于创意产业的计算机应用教学改革研究     

楼瑾  方玉燕  于宗琴 《科教文汇》2012,(33):56-57

本文阐述了高职计算机应用专业人才培养模式与创意产业相结合,加强学校与社会各企业的合作,完善学生的实训、实习工作,在师资不足的情况下,利用有限的资源培养小部分学生,利用学生间的辐射作用,带动更多的学生.并在“2+0.5”模式上增加短期的顶岗实习以解决学校、企业、学生在长时间实习过程中的困难和问题.  相似文献   

Stylistics and College English Teaching     

Lou Yuanyuan 《读与写:教育教学刊》2010,7(1):28-29

Based on the theory of Stylistics,the article discusses the importance of Stylistics on College English teaching from the four aspects,namely,phonology,volcabulary,syntax and discourse analysis. The college English textbook this article takes as an example is Experiencing English.  相似文献   

伽达默尔与马克思在实践价值领域的视域融合     

娄伯承 《鸡西大学学报》2010,10(4):25-26

伽达默尔与马克思在哲学理论上都曾经历过从前期到后期转折性的变化,他们的诠释学理论与实践哲学互为关照且融为一体。伽达默尔以诠释学为基础,阐明了实践哲学对人生、社会的价值作用。马克思以实践作为诠释的途径和方法,以价值为对文本诠释的最终目的,实践价值成为伽达默尔和马克思全部哲学思想的落脚点和着眼点。因此,两种不同阶级不同阶段的诠释学在实践价值视域,仍然能够融合。  相似文献   

There could be trouble ahead: using threshold concepts as a tool of analysis     

Ray Land 《International Journal for Academic Development》2013,18(2):175-178

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Enhancing Project-Based Learning Through Online Between-Group Collaboration     

Yiping Lou  S. Kim MacGregor 《Educational Research and Evaluation》2013,19(4-6):419-440

This research explored how between-group collaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positive impact on the collaborative learning skills, the knowledge revealed through their online dialogue, and the project performance of all students, especially the less effective groups. The results provide some insights into the computer-supported collaborative learning process among students in a higher education context.  相似文献   

Networking and Distance Learning for Teachers: a classification of possibilities     

Betty Collis 《Technology, Pedagogy and Education》2013,22(2):117-135

ABSTRACT

Computer based communication technologies, or what could be more conveniently called networking, are bringing new possibilities into teacher education in many different ways. As with distance education more generally they can facilitate flexibility in time and place of learning, but the range of persons and resources that they can bring to the teacher's computer screen are also introducing many new scenarios into what is meant by ‘teacher education’. In this review, nine cases of such new scenarios are briefly considered. Issues common to them are also discussed and the paper concludes with a suggestion of a problem area for teacher education in contemporary Europe in which currently available networking could play a particularly important role.  相似文献   

A framework for reviewing teacher professional development programmes in information technology     

Betty Collis 《Technology, Pedagogy and Education》2013,22(2):115-125

Abstract

There are very few credible frameworks for evaluation of teacher education programmes. The authors advocate the application of a paradigm originally designed for educational software assessment as a framework for reviewing teacher professional development. The framework is based on a situated view of cognition and this ensures an authentic approach. Five commonly observed foci for teacher professional development are considered in terms of the paradigm, leading to consideration of the comprehensiveness of professional development programmes. The analysis is illustrated by discussion of the professional development programme in place in a school. The analysis strongly suggests that a school-focused approach is appropriate for teacher professional development in the information technology area.  相似文献