水下蝶泳打腿技术的理论与实践——运动学特征,涡流的产生以及在出发、转身、划水过程中的应用     

Raul Arellano  Susana Pardillo  Arantxa Gavilan  宋琦勍  李旭鸿  张尧 《体育科研》2005,26(6):58-63

从理论上介绍了鱼类摆尾技术的流体力学研究成果,并在实践中与运动员蝶泳腿技术分析相结合,指出水下蝶泳打腿(UUS,亦称水下波动游泳)的运动学、动力学特征以及在游泳出发、转身和划水过程中的应用.  相似文献   

Embodied cognition as grounding for situatedness and context in mathematics education   总被引：1，自引：0，他引：1  

Rafael E. Núñez  Laurie D. Edwards  João Filipe Matos 《Educational Studies in Mathematics》1999,39(1-3):45-65

In this paper we analyze, from the perspective of 'Embodied Cognition', why learning and cognition are situated and context-dependent. We argue that the nature of situated learning and cognition cannot be fully understood by focusing only on social, cultural and contextual factors. These factors are themselves further situated and made comprehensible by the shared biology and fundamental bodily experiences of human beings. Thus cognition itself is embodied, and the bodily-grounded nature of cognition provides a foundation for social situatedness, entails a reconceptualization of cognition and mathematics itself, and has important consequences for mathematics education. After framing some theoretical notions of embodied cognition in the perspective of modern cognitive science, we analyze a case study – continuity of functions. We use conceptual metaphor theory to show how embodied cognition, while providing grounding for situatedness, also gives fruitful results in analyzing the cognitive difficulties underlying the understanding of continuity. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Les Capacités Cognitives Chez Les Adultes     

Poissant  Hélène 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(4):393-399

International Review of Education -  相似文献   

Father-child play interaction and subjectivity     

Chantal Zaouche-Gaudron M.D.  Hélène Ricaud  Ania Beaumatin 《European Journal of Psychology of Education - EJPE》1998,13(4):447-460

This research analyses the extent to which the father in differentiating his role from that of the mother opens new aspects of the world to the child and influences the development of inter-subjectivity (Malrieu, 1986; Pinol-Douriez, 1984). A survey questionnaire was used in combination with semi-directive interviews concerned with paternal differentiation. The research population consisted of ten 9-month-old infants (5 boys and 5 girls) of differentiated fathers and ten 9-month-old infants (5 boys and 5 girls) of non-differentiated fathers. The research focused on inter-subjective processes in the young child by studying an interactive play situation with the father (5 min). The results show that children of differentiated fathers construct the outside world (human and non-human) through the opening provided by their father. Paternal differentiation exercises a favourable influence on the socio-affective development of the young child through his/her engagement in interaction with father.  相似文献   

A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention     

Azevedo  R.  Rosário  P.  Magalhães  P.  Núñez  J. C.  Pereira  B.  Pereira  A. 《European Journal of Psychology of Education - EJPE》2023,38(2):495-518

European Journal of Psychology of Education - Socioeconomic status has been a long-time discussed topic due to its impact on children’s school paths. However, despite extant research...  相似文献   

Science and its enemies: a defence of scientific values     

Núñez-Sánchez  Felipe 《Metascience》2022,31(2):187-189

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What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages     

Santana-Monagas  Elisa  Núñez  Juan L.  Loro  Juan F.  Moreno-Murcia  Juan A.  León  Jaime 《European Journal of Psychology of Education - EJPE》2023,38(3):1201-1226

Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

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Effect of flipped classroom model on academic achievement,academic satisfaction and general belongingness     

Polat  Hakan  Karabatak  Songül 《Learning Environments Research》2022,25(1):159-182

Learning Environments Research - The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an...  相似文献   

Digital storytelling for primary school Mathematics Teaching: Product and process evaluation     

B&#;Y&#;KKARCI  Ay&#;eg&#;l  M&#;LD&#;R  Merve 《Education and Information Technologies》2022,27(4):5365-5396

Education and Information Technologies - The purpose of this research is to determine the quality of the digital stories developed by the primary school teacher candidates (PSTC) for primary school...  相似文献   

Counselor educators’ views on cognitively complex trainees: A Q method study     

Alexandra Gantt-Howrey  Gülşah Kemer 《Counselor Education & Supervision》2023,62(4):297-310

Our Q method exploration of counselor educators’ perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude.  相似文献