健心运动处方教学在贫困大学生中的应用   总被引：1，自引：0，他引：1  

杨冬钧  王玉秀  郭芙茉 《体育学刊》2010,17(5)

通过对62名贫困大学生的心理健康及应付方式进行研究,结果表明:健心运动处方教学有效地改善了贫困大学生的焦虑、抑郁情绪以及应付方式,显著地提高了他们的心理健康水平,而普通的体育选修课教学对以上各因子的促进作用未达到显著性.教学方法、测试时间及两者的交互作用对贫困大学生心理症状自评、焦虑与抑郁自评、应付方式各因子均有显著的影响.健心运动处方教学对贫困大学生心理健康及应付方式的促进作用优于普通的体育选修课教学.  相似文献   

The effect of practice and expectancy of inferential questions on poor comprehenders' inferential processing and monitoring     

Menahem Yeari  Adi Avramovich 《Journal of Research in Reading》2023,46(1):22-41

Background

Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and without feedback.

Methods

To address this question, 44 poor comprehenders and 44 control participants from 6th–9th grades practiced answering literal or inferential questions after reading each of three texts. They were also asked to predict their success in these questions, whereas some received feedback on their prediction (monitoring) accuracy. Then, participants read an additional three texts, but answered both practiced and unpracticed types of questions after reading all texts. They also predicted their success after reading each text.

Results

Both poor and good comprehenders answered literal questions more accurately when they had practiced. However, only good comprehenders improved their answering of inferential questions when they had practiced. No differences were found between the groups in monitoring accuracy. Feedback had a positive effect on answering accuracy, irrespective of practice.

Conclusions

Poor comprehenders differentiate to some extent between literal and inferential questions and are flexible enough to execute a different text processing plan for each type of questions. However, they presumably lack the knowledge and/or resources to execute inferential processing efficiently during reading. Moreover, all children seem to have difficulty with comprehension monitoring. Practicing and/or expecting one type of questions, with or without feedback, is insufficient for improving this ability.

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科技支撑产业类创新型县（市）建设模式——基于湖北国家级创新型县（市）的案例分析     

范欲晓  钟晨  云昭洁 《科技管理研究》2023,(20):75-81

近年来国家高度重视县域创新，2022年全国首批47个国家级创新型县（市）成功创建，但现阶段创新型县（市）建设路径尚未完全明晰，且对于指导县域创新驱动发展的国内研究也相对缺乏。为此，基于创新型国家建设背景分析创新型县（市）内涵，即具备科技支撑引领作用突出、经济社会可持续发展水平高、生态环境优美、创新创业氛围良好等特征，以湖北省成功创建国家级创新型县（市）的7个县（市）为例，总结分析其实践经验做法。案例研究显示：我国科技支撑产业类创新型县（市）本质上是多因子共同作用、多层面相互叠加形成的区域创新系统，其建设模式主要包括核心层、主体层、支撑层三大组织层次共6个维度构成要素，地方主政部门通过对这6个方面因地制宜优化，能够在一定程度上提升创新型县（市）建设治理效能。进一步探索符合地区发展特点的创新型县（市）建设路径，提出鼓励县（市、区）在科技管理体制、知识产权、人才吸引等重点环节先行先试，通过加强对科技型中小企业和初创型企业创新的支持和培育、加快搭建创新创业载体平台、强化配套保障等举措，推进湖北省创新型县（市）建设。  相似文献