拓展训练对独立院校学生素质影响的作用分析     

马恒飞  张浩泽 《中国科技纵横》2011,(3):260-260

本文主要采用试验法和问卷调查法对独立院校参与拓展训练课程的学生和没有参与课程的学生在身体、心理、适应能力以及就业观念的影响上做以比较,以其突出拓展训练对高校学生特别是独立院校学生素质的影响。  相似文献   

拓展训练在武术普修课教学中的应用     

董英辉 《体育科技文献通报》2013,21(8):73-73,122

本文通过对拓展训练的介绍,说明拓展训练是一种新颖的教育方式符合当前教育改革和素质教育的指导思想。运用教学实验法将拓展训练引入武术普修课的教学中,经过对比分析,得出如下结果:高校武术课应用拓展训练教学模式不但能提高学生的身体素质,还有利于培养学生的团队意识,心理素质和创新精神,激发学生的学习兴趣,有效提高教学效果。  相似文献   

拓展运动对促进大学生素质全面发展的影响     

彭飞 《体育科技文献通报》2013,21(2):81-82

本文运用文献资料法,通过对拓展运动突出特点及其在高校体育教学中的运用的分析和研究,得出结论:拓展运动不仅具有传统体育项目的教育功能,而且能更好地弥补传统体育教育在培养学生心理健康和社会适应能力方面的不足,对促进大学生素质全面发展有重要意义。  相似文献   

Some Formal Analysis of Rocchio's Similarity-Based Relevance Feedback Algorithm   总被引：1，自引：0，他引：1  

Zhixiang Chen  Binhai Zhu 《Information Retrieval》2002,5(1):61-86

Rocchio's similarity-based Relevance feedback algorithm, one of the most important query reformation methods in information retrieval, is essentially an adaptive supervised learning algorithm from examples. In spite of its popularity in various applications there is little rigorous analysis of its learning complexity in literature. In this paper we show that in the binary vector space model, if the initial query vector is 0, then for any of the four typical similarities (inner product, dice coefficient, cosine coefficient, and Jaccard coefficient), Rocchio's similarity-based relevance feedback algorithm makes at least n mistakes when used to search for a collection of documents represented by a monotone disjunction of at most k relevant features (or terms) over the n-dimensional binary vector space {0, 1} ⁿ . When an arbitrary initial query vector in {0, 1} ⁿ is used, it makes at least (n + k – 3)/2 mistakes to search for the same collection of documents. The linear lower bounds are independent of the choices of the threshold and coefficients that the algorithm may use in updating its query vector and making its classification.  相似文献   

Arzela-Ascoli定理推广     

李国锋 《洛阳师范学院学报》2001,20(5):39-40

本文通过对空间C (X)中列紧集的特征的定性分析 ,将著名的Arzela -Ascoli定理的结果进行了推广  相似文献   

在高校体育教学中开设拓展训练课程的研究   总被引：11，自引：0，他引：11  

张金国 《武汉体育学院学报》2006,40(10):100-103

采用问卷调查法和教学实验法，对拓展训练课程在高校体育教学中的实践进行了研究。教学实践表明，拓展训练通过认知活动、情感活动、意志活动和交往活动等，能更好地发掘参与者的自身潜能，认识群体的作用，启发想象力和创造力，改善人际关系等。在高校体育教学中具有极好的发展前景。  相似文献   

野外拓展训练中师生地位的探究   总被引：1，自引：0，他引：1  

李萍美  谢恩杰 《浙江体育科学》2005,27(2):69-71

运用文献资料的研究方法,首先论述了教师在野外拓展训练中的位置和作用,指出教师在拓展训练中是一个组织者、引导者、中介者、服务者.然后对学生在拓展训练中的地位进行了阐述,认为学生在拓展训练中是一个创造者、感受者,是一个求索者、认知者.文章最后指出:拓展训练中教师应创造一种和谐民主的师生关系,重点突出学生的主体地位.  相似文献   

Why some early college high school students do not transition to a 4‐year college: An exploration of perceived barriers and schooling experiences on students’ transition plans     

Bryan C. Hutchins  Nina Arshavsky  Julie A. Edmunds 《Psychology in the schools》2019,56(7):1117-1138

This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4‐year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4‐year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of noncollege bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that noncollege bound students are diverse in their reasons for not continuing their education at a 4‐year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions.  相似文献   

方程(axm+1)/(ax+1)=yn的正整数解     

乐茂华 《青海师专学报》2006,26(5):1-2

设a，m是大于1的正整数．本文证明了：当m〉2时，方程（ax^m＋1）／（ax＋1）=y^n仅有有限多组解（x，y，n）适合min（x,y,n）〉1，而且这些解都满足y^n≤x^（m-）≤a^（m^2-3m＋2）。  相似文献   

方程(αx~m-1)/(αx-1)=y~n的正整数解     

乐茂华 《湘南学院学报》2005,26(2):10-11

设a,m是大于1的正数.证明了:当m>2时,方程(αxm-1)/(αx-1)=yn仅有有限多组正整数解(x,y,n)适合min(x,y,n)>1,而且这些解都满足yn<2xm-1≤2αm2-3m+2.  相似文献