有一片天空，她总是锐意奋飞——央视“当家花旦”董卿散记     

徐忠友 《文化交流》2009,(9):18-22

2009年7月10日，在浙江嘉兴举行的第六届“全国德艺双馨电视艺术工作者”表彰典礼上，80位电视主持人，演员荣获这一光荣称号并受到表彰，董卿就是受表彰者之一。  相似文献   

乒坛名将新传奇     

徐华铛 《文化交流》2009,(10):41-45

今年，浙江嵊州籍世界乒乓球冠军、欧洲乒乓球冠军倪夏莲和她的丈夫托米，率卢森堡乒乓球代表团赴日本比赛后回到祖国，受到热烈的欢迎。在江苏省江阴中学一个以她的名字命名的体育馆内，倪夏莲现场表演打乒乓球，并作了“祖国荣誉高于一切”的演讲。倪夏莲又到江阴市新华书店参加Ⅸ乒乓大使倪夏莲》一书的签名售书活动。  相似文献   

中国近代武术观的转向研究     

许在华 《搏击·武术科学》2009,6(10):5-7

1894年甲午战争之后,西方知识体系逐渐在中国取得主导性地位,国人开始用＂科学＂和＂体育＂的标尺来认识和改造传统的武术,武术就此被认为是一项体育运动。同时,在进化论和民族国家观念的影响之下,武术在近代被赋予了种族竞争工具以及改善国民体魄的意义。  相似文献   

大学文化与道德建设     

田建国 《济宁师范专科学校学报》2005,26(1):5-10

本文通过全面阐释大学文化的内涵，根本目的、指导思想，指出大学文化对高校自身的发展，学生全面素质的培养以及道德建设具有重要意义，并提出了七点建设性意见。  相似文献   

‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy     

Yueting Xu  David Carless 《Assessment & Evaluation in Higher Education》2017,42(7):1082-1094

Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice.  相似文献   

Equipping novice teachers with a learning map to enhance teaching practice     

Zhe Xu 《Interactive Learning Environments》2017,25(5):580-595

Using tools to support learning design has been proven feasible in improving the integration of technology into the curriculum. However, novice teachers are faced with two major issues, including their limited experience in learning design and limited ability in using new technologies. Learning map is explored and developed in e-Textbooks to serves as a scaffolding for novice teachers during their development into expert teachers. This paper presents a case study in which learning map is integrated into learning design with associated resources in an e-Textbook authoring environment. The participants were instructed to complete a learning design task for an e-Textbook during a one-hour session and then complete a questionnaire afterward. The results indicate that novice teachers value the learning map for learning design in e-Textbooks regardless of their background in ICT teaching and learning design. Novice teachers adopt positive attitudes toward the use of templates because of their numerous benefits. The teachers also suggested that better quality templates should be integrated into the authoring tool to distinguish the advantage of e-Textbook learning design from that of a traditional book and to provide them with additional options.  相似文献   

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions     

Jingjing Chen  Jianliang Xu  Tao Tang  Rongchao Chen 《Interactive Learning Environments》2017,25(6):792-807

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE – WebIntera-classroom – which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners’ learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students’ awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N?=?464) and face-to-face interviews (N?=?60) conducted with the users from China Jiliang University. We compared the students’ performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012–2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom.  相似文献   

Written feedback in intercultural doctoral supervision: a case study     

Linlin Xu 《Teaching in Higher Education》2017,22(2):239-255

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应用层组播技术研究   总被引：1，自引：0，他引：1  

徐亮  丁振凡 《科技广场》2005,21(10):13-15

应用层组播是P2P的一个重要应用,迄今为止已经有很多这方面的研究.我们根据底层基础框架的不同,把应用层组播分为两类,一类基于无结构对等网,另一类基于结构化对等网络,然后从多方面对比了两类组播协议。  相似文献   

基于计划行为理论的高校图书馆移动信息服务质量评价     

沈思  王晓文  崔旭 《现代情报》2016,36(2):70

为研究移动信息服务质量这一图书馆以及用户共同关注的焦点问题,文章基于计划行为理论,构建移动信息服务质量评价指标体系,设计调查问卷对使用移动信息资源的用户进行指标重要度调查,利用加权统计方法对调查结果进行计算获得指标权重,通过模糊综合评价方法对西安科技大学图书馆移动信息服务质量进行评价。研究结果显示,该馆移动信息服务质量处于中等偏上水平,该图书馆还需要在服务手段、移动资源、检索系统、个性化服务等方面加强和创新,提高其移动信息服务水平,从而更好地满足用户的移动信息需求。  相似文献