排序方式： 共有9条查询结果，搜索用时 15 毫秒
1
1.
Anne Marit Valle 《欧洲师范教育杂志》2017,40(2):246-256
In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h. 相似文献
2.
Brian Hanley Catherine B. Tucker Athanassios Bissas 《Journal of sports sciences》2018,36(11):1250-1255
Race walking is an event where the knee must be straightened from first contact with the ground until midstance. The aim of this study was to compare knee angle measurements between 2D videography and 3D optoelectronic systems. Passive retroreflective markers were placed on the right leg of 12 race walkers and 3D marker coordinate data captured (250 Hz), with 2D video data (100 Hz) recorded simultaneously. Knee angle data were first derived based on the markers’ coordinates, and separately by using a 3D model that also incorporated thigh and shank clusters; the video data were analysed using both automatic tracking and manual digitising, creating four conditions overall. Differences were calculated between conditions for stance (using root mean square values), and at discrete events. There were few differences between systems, although the 3D model produced larger angles at midstance than using automatic tracking and marker coordinates (by 3 – 6°, P < 0.05). These differences might have occurred because of how the 3D model locates the hip joint, and because of the addition of marker clusters. 2D videography gave similar results to the 3D model when using manual digitising, as it allowed for errors caused by skin movement to be corrected. 相似文献
3.
投影屏幕信息是视频公开课中不可缺少的教学信息。纵观已上线的视频公开课,发现大部分课程中投影屏幕信息的呈现方式为图片插入,这种方法存在漏失教师肢体语言及视觉注意引导信息的缺陷。采用直接拍摄法能很好地解决这一缺陷,但在拍摄时也会遇到诸多问题。在视频公开课拍摄前、拍摄中以及拍摄后采取一系列的措施和优化,可较好地解决这些问题,以传递真实完整的课堂信息。 相似文献
4.
Elke Grimminger 《Pedagogies: An International Journal》2014,9(2):155-171
Although splitting up a class into teams is a consistent didactical element in physical education (PE), it is under-investigated in terms of how students handle the social dynamics in these situations. Therefore, the present study examines the strategies of exclusion as markers for non-recognition when students are split up into teams/pairs. The data set includes video data from 6 different classes (a total of 59 video sequences) and 40 video-stimulated recall interviews with children who were excluded when the class was split up into teams/pairs or with children that excluded others. Sociograms as well as PE teacher ratings about their students’ sport competence were also analysed. Four different exclusion and inclusion strategies were identified: accepting or ignoring “assurance strategies” before the class is split up into teams/pairs, negotiating the affiliation of an individual when students get into pairs, publicly denying the affiliation to a team, and publicly negotiating the individual’s value for a team. The findings show that students use the team-selection proceedings and situations when the class was split up into teams as opportunities to transmit non-recognition. The social order was publicly demonstrated and legitimated. 相似文献
5.
The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual‐spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however, none have probed the impact of a three‐dimensional (3D) video learning module on the acquisition of new surgical skills. The first aim of this study is to capture spatially complex surgical translational flaps using 3D videography and incorporate the footage into a self‐contained e‐learning module designed in line with the principles of cognitive load theory. The second aim is to assess the efficacy of 3D video as a medium to support the acquisition of complex surgical skills in novice surgeons as evaluated using a global ratings scale. It is hypothesized that the addition of depth in 3D viewing will augment the learner's innate visual spatial abilities, thereby enhancing skill acquisition compared to two‐dimensional viewing of the same procedure. Despite growing literature suggesting that 3D correlates directly to enhanced skill acquisition, this study did not differentiate significant results contributing to increased surgical performance. This topic will continue to be explored using more sensitive scales of measurement and more complex “open procedures” capitalizing on the importance of depth perception in surgical manipulation. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
6.
刘曲雁 《武汉工程职业技术学院学报》2011,(3):48-50
探讨了高清摄像机的技术特点;介绍了高清镜头技术中的非球面镜片技术、精确内聚焦技术和防颤抖技术;重点对高清摄像机的CCD技术进行了剖析。 相似文献
7.
应用“捷变彩色高速摄影法”理论,结合先进的显微图像摄录和分析技术以及改良的活体微循环标本制备技术,研制成功的新型活体红细胞变形性监测系统,克服了以往体外法不能及时反映体内动态变化的缺点。 相似文献
8.
目的:将惯性陀螺方法和基于标志点虚拟陀螺(a Marker-Based Virtual Gyroscope简称MBVG)方法用于网球发球时上臂内转动动作的监测,并对监测结果同视频拍摄方法研究结果进行比较。方法:惯性陀螺方法利用上臂和胸部两个陀螺对网球发球中上臂的转动进行捕捉。MBVG方法根据Vicon光学动作捕捉系统来设置标志点,利用标志点轨迹建立一种基于向量的方法,并利用几何方法确定转动关系。结果:(1)惯性陀螺方法与视频拍摄方法的结果在规范化时间的0.2~1区间段一致性很好,表明此方法在测量上臂内转动上是有效的;(2)MBVG方法能够用于陀螺超量程的情况,其数据能够反映真实的发球动作;(3)3种方法测得的网球发球数据在特征上彼此能够很好的吻合。结论:惯性陀螺方法与基于标志点虚拟陀螺方法能够有效地用于网球发球评估。 相似文献
9.
We investigated the rotational effect of buoyant force around the body’s transverse axis, termed buoyant torque, during a 200m front crawl maximal swim. Eleven male swimmers of national or international level participated. One stroke cycle (SC) for each 50m was recorded with two above and four below water cameras. The following variables were analysed: swimming velocity; absolute and normalised buoyant force; minimum, average and maximum buoyant torque; SC and arm recovery times. The average value of buoyant torque was higher in the first 50m (14.2 ± 4.5Nm) than in the following 150m (9.3 ± 4.1Nm~10.9 ± 4.5Nm) and was directed to raise the legs and lower the head throughout the race. The change in its magnitude seemed to be linked to the shorter time spent proportionally in arm recovery (first 50m: 27.6% of SC time; next 150m: 23.3–24.4% of SC time). Most swimmers had periods of the SC where buoyant torque was directed to sink the legs, which accounted to 10% of SC time in the first 50m and about twice this duration in the next 150m. These periods were observed exclusively at some instances when the recovering arm had entered the water while the opposite arm was still underwater. 相似文献
1