体育院校教学督导促进教学质量提高的思考     

那宪飞 《哈尔滨体育学院学报》2010,28(4)

体育院校教学督导对促进教学质量提高起着重要的作用,教师、学生、课程是体育院校教学督导的关键,课堂教学是体育院校教学督导的主要内容,检查与指导相结合、促进教学质量的提高,是体育院校教学督导的主要目的。  相似文献   

The Deep-Time Digital Earth program: data-driven discovery in geosciences     

Chengshan Wang  Robert M Hazen  Qiuming Cheng  Michael H Stephenson  Chenghu Zhou  Peter Fox  Shu-zhong Shen  Roland Oberhnsli  Zengqian Hou  Xiaogang Ma  Zhiqiang Feng  Junxuan Fan  Chao Ma  Xiumian Hu  Bin Luo  Juanle Wang  Craig M Schiffries 《国家科学评论(英文版)》2021,8(9)

Current barriers hindering data-driven discoveries in deep-time Earth (DE) include: substantial volumes of DE data are not digitized; many DE databases do not adhere to FAIR (findable, accessible, interoperable and reusable) principles; we lack a systematic knowledge graph for DE; existing DE databases are geographically heterogeneous; a significant fraction of DE data is not in open-access formats; tailored tools are needed. These challenges motivate the Deep-Time Digital Earth (DDE) program initiated by the International Union of Geological Sciences and developed in cooperation with national geological surveys, professional associations, academic institutions and scientists around the world. DDE’s mission is to build on previous research to develop a systematic DE knowledge graph, a FAIR data infrastructure that links existing databases and makes dark data visible, and tailored tools for DE data, which are universally accessible. DDE aims to harmonize DE data, share global geoscience knowledge and facilitate data-driven discovery in the understanding of Earth''s evolution.  相似文献   

基于SolidWorks的联轴传动机构的虚拟设计与运动仿真     

任辉  纳斯哈提 《邢台职业技术学院学报》2009,26(3):70-71,77

三维虚拟设计是机械设计的趋势.简述了三维设计软件SolidWorks的强大功能,并结合联轴传动机构实现了零件的虚拟设计、部件的虚拟装配及三维动态仿真以及在机械设计课程中的具体应用.  相似文献   

Following the action in action learning: towards ethnomethodological studies of (critical) action learning     

Steve Fox 《Action Learning: Research and Practice》2009,6(1):5-16

Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction?

To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice.  相似文献   

图书馆地方文献资源建设探析   总被引：4，自引：0，他引：4  

那艳 《大学图书情报学刊》2009,27(1):42-44,51

地方文献工作是公共图书馆工作的重要组成部分,文章从地方文献概念入手,明晰地方文献的作用,重点介绍绍兴图书馆地方文献建设措施。  相似文献   

The Effects of Early Experience on Face Recognition: An Event-Related Potential Study of Institutionalized Children in Romania     

Margaret C. Moulson  Alissa Westerlund  Nathan A. Fox  Charles H. Zeanah  Charles A. Nelson 《Child development》2009,80(4):1039-1056

Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

合作学习在英语口语教学中的实施策略     

纳成仓 《青海师专学报》2010,30(4):118-122

合作学习是提高学生英语口语能力的一种有效方法,但它离不开教师的精心组织和指导。本文在对国内外合作学习理论进行研究的基础上,提出一系列在大班型英语口语教学中实施合作学习的策略,以期建立一种新型的、以学生口语能力为核心的大学英语口语教学模式。  相似文献   

培养大学生自主阅读能力的新探索     

纳顺英 《青海师专学报》2010,30(3):135-137

阅读教学是大学英语教学的重点之一,而培养学生的自主阅读能力应该是大学英语阅读教学的重要组成部分。本文针对大学生阅读教学中存在的问题,系统地提出培养自主阅读能力的方法。  相似文献   

娶失节者如己失节——试析明清“不娶再醮之妇”的深层原因     

那晓凌 《辽宁师范大学学报(社会科学版)》2010,33(3):111-114

明清时期对于再醮之妇的歧视达到顶点,与之相应的是,娶再醮妇之男子也难以独善其身,在遭受歧视之余,还须承受种种现实打击。因此中上层社会的拒娶再醮实质是惧娶再醮,是出于趋利避害的本能抉择。作为一种普遍的社会心态,它导致许多理论上的家庭重组无法实现。士绅阶层甚至出现鼓励男子丧妻守鳏的倾向。  相似文献   

Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity   总被引：1，自引：0，他引：1  

James Elander  Gail Pittam  Joanne Lusher  Pauline Fox  Nicola Payne 《Assessment & Evaluation in Higher Education》2010,35(2):157-171

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.  相似文献