科技期刊读者阅读过程的心理定势     

戴勇 《编辑学报》1991,3(1):14-16

作者结合实例分析了科技期刊读者阅读时的四种心理定势:①读者与作者同步,保持一致,读后有充实感;②读者与作者倾向同步,基本一致,但又互相补充;③读者与作者互逆,读者虽然不同意文章蕴含的思想方法和客观发展规律,但能接受;④读者与作者完全相悖,持相反意见。  相似文献   

学生体育社团活动课程化的构建与实践*     

朱五一  邓〓玉  蒋治华 《广州体育学院学报》2018,(2):124-128

学生体育社团活动课程化作为强化课外体育锻炼、深化体育课程改革的重要途径和有效手段;是提升学生体育素养,全面实施素质教育的必然要求;是履行法律义务和贯彻执行政策文件精神的客观要求;是构建大学生体育生活方式的实际需要。运用文献、调查、统计等方法对合肥工业大学体育课程改革实践进行研究。结果显示：将社团活动计入体育成绩、学分是社团活动课程化建设与管理的有效策略和关键环节;设立课外体育活动指导中心、建构科学的制度规范体系、实行社团导师制度以及构建体育社团评估指标与体系等措施为社团活动课程化有效实施提供了组织、制度、技术以及激励保障。实施社团活动课程化在培养学生运动兴趣、提高运动技能、形成锻炼习惯以及提升综合能力等方面具有明显效果。  相似文献   

韵律性身体活动改善幼儿侧滑步下肢积分肌电贡献率的研究     

吴升扣  纪仲秋  李曙刚  刘威彤 《成都体育学院学报》2016,(5):23-28

目的：从动作发展的视角出发,将幼儿阶段应掌握的基本动作技能设计到韵律性身体活动中,通过分析幼儿侧滑步下肢肌肉放电情况的变化,比较这种新幼儿韵律性身体活动与一般性幼儿韵律性活动效果差异。方法：将38名受试对象按照年龄随机分为实验组与对照组,实验组幼儿周一至周五每天进行动作发展视角下的韵律性身体活动,每天累计活动时间为20－30分钟,运动干预周期为一年。对照组则进行一般性的韵律性身体活动。运动干预前后,记录受试者侧滑步时下肢肌电活动,选取积分肌电值、下肢主要肌群积分肌电贡献率为指标评估幼儿下肢肌电活动的变化。结果：（1）运动干预后,实验组与对照组的积分肌电贡献率较运动干预前的整体变化为主动肌积分肌电贡献率的上升和拮抗肌积分肌电贡献率的下降。（2）运动干预后,侧滑步第一时相中,实验组3岁组幼儿腓肠肌（右）积分肌电贡献率显著高于对照组,股直肌（右）积分肌电贡献率显著低于对照组;5岁组幼儿腓肠肌（左）的积分肌电贡献率显著高于对照组,股二头肌（左）积分肌电贡献率显著低于对照组。结论：运动干预后,实验组幼儿的侧滑步动作发展水平都有了提高,在做侧滑步时对主动肌与拮抗肌的控制变得更加协调;动作发展视角下的韵律性身体活动在改善幼儿侧滑步动作下肢肌肉放电情况,促进幼儿侧滑步动作发展方面优于一般性的韵律性身体活动。  相似文献   

基于问卷调查的大学生阅读推广新模式     

孙玲玲  布莉华  姜新 《江西图书馆学刊》2013,43(5):66-69

通过对大学生的阅读现状进行调查与分析,掌握了大学生目前的阅读需求、迫切希望得到的阅读帮助等实情。针对目前阅读推广中存在的问题,提出多元化的大学生阅读推广新模式。  相似文献   

问题解决学习活动中批判性思维发展的特征     

马志强 《现代远程教育研究》2013,(2):31-37

问题解决在线学习活动强调将学习活动置于有意义的问题情境中,通过个人或小组协作的方式来解决问题。问题解决的过程与批判性思维的发展密不可分,批判性思维是问题解决学习活动中重要的认知加工过程。Newman等学者提出的批判性思维模型详细界定了批判性思维的发展层级及其表现,可用于量化分析在线学习活动中的交互文本内容,而话语分析技术可以从质性角度确保交互文本分析的完整意义。通过设计案例并运用这两种分析工具可以揭示出问题解决学习活动中批判性思维发展的特征：一是批判性思维各层级出现的频率是不一样的,各种表现的量化比例可以表明批判性思维发展的层级;二是批判性思维质量与构建问题空间及形成问题解决策略的效果密切相关;三是在问题解决的不同阶段批判性思维发展的过程和互动结构不同。  相似文献   

Communicating Prevention: The Effects of the keepin’ it REAL Classroom Videotapes and Televised PSAs on Middle-School Students’ Substance Use     

Jennifer R. Warren  Michael L. Hecht  David A. Wagstaff  Elvira Elek  Khadidiatou Ndiaye  Patricia Dustman 《Journal of Applied Communication Research》2013,41(2):209-227

This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin’ it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use.  相似文献   

Exchange of information about physical education to support the transition of pupils from primary and secondary school     

Susan Capel  Paula Zwozdiak-Myers  Julia Lawrence 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):283-300

The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools.  相似文献   

Science Teaching and Learning Activities and Students' Engagement in Science     

Gillian Hampden-Thompson  Judith Bennett 《International Journal of Science Education》2013,35(8):1325-1343

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Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science     

Jennifer Ann Jocz  Junqing Zhai 《International Journal of Science Education》2013,35(15):2596-2618

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.  相似文献   

Young Muslim women's experiences of Islam and physical education in Greece and Britain: a comparative study     

Symeon Dagkas  Tansin Benn 《Sport, Education and Society》2013,18(1):21-38

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little evidence of comparative studies that explore similarities and differences in cross-national experiences, which is the aim of this paper. Two studies conducted in Greece and Britain that explored the views of Muslim women on school experiences of physical education are compared. Both studies focused on diaspora communities, Greek Turkish girls and British Asian women, living in predominantly non-Muslim countries. Growing concerns about global divisions between ‘Muslims and the West’ make this a particularly pertinent study. Qualitative data were collected by interviews with 24 Greek Muslim women, and 20 British Muslim women.

Physical education has national curriculum status and a similar rationale in both countries but with different cultures of formality and tradition, which impacted on pupils’ experiences. Data suggested that Greek and British groups held positive views towards physical education but were restricted on their participation in extra-curricular activities. For the British women religious identity and consciousness of Islamic requirements were more evident than for the Greek women. Differences in stages of acculturation, historical and socio-cultural contexts contributed to less problematic encounters with physical education for Greek Muslims who appeared more closely assimilated into the dominant culture.  相似文献