对学生体育参与意识的研究   总被引：6，自引：0，他引：6  

程小坡  黄杰 《四川体育科学》2003,(3):87-88

本文采用问卷调查、文献资科、数理统计等方法，对安徽省马鞍山市14所学校学生参加课外体育活动现状进行抽样调查研究，分析出了学生参与体育意识的现状、特点及其影响因素，并针对如何增强体育参与意识，养成终生体育习惯提出建议．  相似文献   

Participation and genres of communication in online settings of higher education     

Jimmy Jaldemark 《Education and Information Technologies》2008,13(2):129-146

This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both student- and teacher-centered genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.  相似文献   

成功教学的基础：创造学生参与的课堂环境     

郑友训  周忻 《徐州教育学院学报》2008,23(3):1-3

学生参与的课堂是知识与生命的课堂,具有平等性、能动性、激励性、交互性、开放性等特点。任何一种有效的、成功的教学都必须要有学生的参与才能取得成效。因此,创造学生参与的课堂环境,对于培养学生的学习能力,提升教学效果,具有非常重要的现实意义。  相似文献   

Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science     

《Learning and Instruction》2021

Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, especially in science, and may be a negative moderator of perceived need-supportive teaching. Using structural equation modelling (N = 14,530 students), this investigation examines the extent to which perceived need-supportive teaching and perceived classroom disruption uniquely predicted students' science self-efficacy, participation, and achievement; as well as the extent to which perceived classroom disruption moderates the associations between perceived need-supportive teaching and these outcomes. Findings revealed that perceived need-supportive teaching was positively associated with all outcomes. Perceived classroom disruption was negatively associated with self-efficacy and achievement and attenuated the positive association between perceived need-support and achievement. These results provide insight about the boundary conditions of need-supportive teaching.  相似文献   

监督视角下公平偏好顾客创新团队的激励问题研究     

杨晨晖  张凤华  张德鹏 《科技管理研究》2015,(22)

从顾客参与企业产品创新的角度出发,分析、对比不存在横向监督和存在横向监督情况下的最优激励模型;探讨企业项目管理者在已存在横向监督机制的前提下对顾客创新团队实施纵向监督时,纵向监督与已有的横向监督实现最优组合的时候的条件;研究横向监督中的各要素(如同事压力敏感度、参与成本、团队协同系数和监督难度)对企业管理者实施纵向监督行为的影响作用;并通过算例验证研究结论,并提出管理启示。  相似文献   

从经济利益看私营企业主政治参与的动机     

张乐 《思茅师范高等专科学校学报》2010,26(5):38-40

近几年随着私营经济和国家民主政治建设的发展,私营经济在我国经济结构中的比重日益增强。与此同时,和私营经济相伴而生并为其主体的私营企业主,已作为一个社会阶层的存在,正得到社会各界越来越多的认同。其政治参与行为构成我国政治参与发展的一个重要方面,是我国社会主义改革进程中产生的一个新事物。从经济利益的角度认真分析了私营企业主政治参与行为的动机,以期更好地把握其政治参与行为的发展。  相似文献   

基于社会参与的非物质文化遗产保护探讨     

涂远芬  王婷 《科技广场》2012,(9):226-228

本文基于社会参与的角度分析了非物质文化遗产保护中社会参与的作用和面临的主要问题,并由此探讨了非物质文化遗产保护的社会参与途径。  相似文献   

媒介政治与公民参与——读《维系民主?西方政治与新闻客观性》     

徐桂权 《国际新闻界》2006,(2)

本文分两部分。第一部分在《维系民主?》一书的理论平台上对媒体与民主这对孪生的话题进行了探讨。第二部分阐释了中国语境中的“媒介身份悖论,”并就传播研究的方法论引入了一个“面向实践”的思考方向。  相似文献   

关于课堂英语教学中“向上交际”的探讨     

钱凤莲  唐德根 《零陵学院学报》2004,(10)

本文通过借用管理学中“向上交际”这个概念来探讨如何促进中国课堂英语教学中的“向上交际”这个问题,从而最终达到增强学生在课堂上进行向上交际的兴趣和提高他们英语交际能力的目的。  相似文献   

Distributed Teaching Presence and Participants' Activity Profiles: a theoretical approach to the structural analysis of Asynchronous Learning Networks1     

CÉSAR COLL  ANNA ENGEL  ALFONSO BUSTOS 《European Journal of Education》2009,44(4):521-538

The rapid spread of learning networks based on asynchronous written communication — Asynchronous Learning Networks (ALNs) — makes it crucial to assess the possibilities offered by these new environments to facilitate and promote learning processes and learning outcomes. Our interest in this area is specifically directed towards the study of distributed teaching presence understood as the exercise of educational influence, i.e. as the help provided to each other participant in an ALN to promote individual and collective learning. We adopt a multi-method approach that integrates the structural analysis of presence (access and participation) and connectivity (reciprocity and responsiveness) with the content analysis of the participants’ contributions. This article focuses on structural analysis as a relevant and powerful tool for the study of collaborative learning in networking and asynchronous contexts. Its main objective is to show how a relevant and useful system of indicators and profiles, which identify and examine the distribution of educational influence in ALNs, can be constructed. We present the theoretical assumptions surrounding the concept of distributed teaching presence and illustrate the analysis with data from two didactic sequences in higher education. The results show that the structural analysis, when theoretically grounded and oriented, is a powerful tool for identifying different activity profiles related to different levels and modalities of the exercise of educational influence and for assessing the distributed teaching presence in learning networks. Finally, we discuss the benefits and constraints of this kind of analysis.  相似文献