哈他瑜伽对大学生体态的促进作用     

许悦 《当代体育科技》2020,(11):20-20,22

瑜伽是现代生活中人们用来调节身心的一项运动,不仅能够促进训练者的身体健康,还能够调整他们的心态,减轻他们的压力。当前很多大学生因为长期缺乏合理的体育锻炼,导身体肥胖或是长期伏案学习驼背等,而哈他瑜伽是一基础比较适合大学生用来调整体态的运动,其运动形式比较的轻松还能够循序渐进起到调整作用。本文采用文献资料法等,通过分析当前大学生常见的体态问题现状,就对哈他瑜伽对大学生体态的促进作用进行探讨,旨为证实其作用与价值。  相似文献   

河北省休闲体育公共服务提升路径研究     

常丽超  肖欢欢  王玉扩  康健  权超颖  李伟光  杨建伟  孙昌亮 《当代体育科技》2020,(12):201-201,205

随着我国经济的快速发展,人民生活水平的提高,越来越多的人意识到了健身的重要性。在此背景下,我国休闲体育得到了快速发展,并推动了现代城市管理与社会体育的不断完善。本文通过对河北省休闲体育公共服务提升路径的研究,去探索和了解河北省休闲体育公共服务的现状以及所存在的问题,找出制约本省休闲体育公共服务的因素所在,并提出适合本省实际的休闲体育公共服务的提升路径,从而为更好地发展本省休闲体育奠定理论基础,为全面建成小康社会提供参考。  相似文献   

Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2     

《Learning and Instruction》2020

This study examined the effects of a syllable-based reading intervention for German second graders who demonstrated difficulties in the recognition of written words. The intervention focused on fostering word reading via syllable segmentation. The materials consisted of the 500 most frequent syllables typically read by 6- to 8-year-old children. The aims were to practice phonological recoding, consolidate orthographic representations of syllables, and routinize the access to these representations. Compared to children randomly assigned to a wait-list group, poor readers in the treatment condition showed significant improvements in standardized measures of phonological recoding, direct word recognition, and text-based reading comprehension after the 24-session intervention. Poor readers in the treatment condition also showed greater improvements in development of word recognition compared to children with efficient word recognition skills. The results provide evidence that a syllable-based reading intervention is a promising approach to increase struggling readers’ word recognition skills, which in turn will improve their reading comprehension.  相似文献   

Closing the gap: supporting literacy through a computer-assisted-reading-intervention     

Kerry Vincent 《Support for Learning》2020,35(1):68-82

Schools in England are expected to ‘close the gap’ for a range of vulnerable pupils who are achieving below the levels seen amongst their same-aged peers. They are also highly accountable for additional funding that is provided to support this goal. The project reported here involved collating and analysing a range of data in order to evaluate the impact of a widely used computer-assisted-reading-intervention (CARI). Sixteen primary school pupils, all of whom were identified by their school as underachieving in literacy, used the CARI daily over a five-week period. The post-intervention data showed some clear gains in reading and spelling skills for all bar one of the children. The findings are discussed in relation to the wider literatures on CARIs. The research concludes that the CARI under investigation offers a useful and cost-effective adjunct to whole-class and group reading instruction and may be particularly beneficial for supporting the learning of pupils who are struggling to consolidate the knowledge and skills covered in their regular classroom reading instruction.  相似文献   

公共图书馆茶文化阅读推广探究——以济南泉茶文化推广为例     

吴伟  张咏梅  曹艺 《山东图书馆季刊》2020,(2):71-75,85

茶文化作为中华优秀传统文化的代表之一,在新时代的大潮下应不断传承发扬。公共图书馆作为文献信息的传播枢纽,作为文化传承、传播和创新的重要基地,理应在茶文化传播工作中扮演重要角色。本文以实践工作为例,根据泉茶文化特点,通过开展读者调查,打造了茶文献特色专架,开展了沙龙、讲座、展演等活动,构建了包括开放性、综合性、体验性和生活化特点的“OCEL”公共图书馆特色茶文化阅读推广模式,助力茶文化阅读推广。  相似文献   

朱熹读书法版本辨析及其对阅读推广的启示     

朱原谅 《图书馆杂志》2020,(4):50-56,61

掌握古代先贤的读书方法有助于提升目前阅读推广的有效性。通过文献研究法,发现流传的朱熹读书法三个版本源自黄士毅的《朱子语类》、黎靖德的《语类大全》和张洪、齐熙编辑的辅广《朱子读书法》,其内容和编辑思想各不相同。朱熹读书法中蕴含的读书于学者至为重要、读书不在多寡而在于"精"、读书须循序渐进、读书有利于崇德、作文是读书的重要目标等思想对当前阅读推广活动实践、阅读推广人和读者的素养提升都有很高的参考价值。  相似文献   

Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations     

《Contemporary educational psychology》2017

This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.  相似文献   

Development of students’ text-picture integration and reading competence across grades 5–7 in a three-tier secondary school system: A longitudinal study     

《Contemporary educational psychology》2017

375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5–7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modeling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.  相似文献   

Covariation between reading and arithmetic skills from Grade 1 to Grade 7     

《Contemporary educational psychology》2017

This study examined the extent to which reading and arithmetic skills show covariation at Grade 1 and at Grade 7, to what extent this covariation is time-invariant or time-specific, and to what extent different antecedents will predict these time-invariant and time-specific portions of the covariation. The reading and arithmetic skills of a total of 1335 Finnish children were assessed at the end of Grade 1 and then again at the end of Grade 7. Phonological awareness, letter knowledge, rapid automatized naming (RAN), counting, and parental education levels were measured in kindergarten; working memory at Grade 1 and nonverbal reasoning at Grade 3. The results showed that reading and arithmetic had a substantial amount of covariation at grades 1 and 7, and that most of the covariation between these grades was time-invariant and could be predicted by RAN, counting, letter knowledge, working memory, and nonverbal reasoning. The time-specific portion of the covariation between reading and arithmetic in Grade 1 was predicted by phonological awareness, letter knowledge, and counting; while time-specific covariation in Grade 7 was predicted by parental education level and nonverbal reasoning.  相似文献   

The modality effect on reading literacy: perspectives from students’ online reading habits,cognitive and metacognitive strategies,and web navigation skills across regions     

Jiun Yu Wu  Ya-Chun Peng 《Interactive Learning Environments》2017,25(7):859-876

This study tested the effects of the modality of reading formats (electronic vs. print), online reading habits (engagement in different online reading activities), use of cognitive strategies, metacognitive knowledge, and navigation skills on printed and electronic reading literacy across regions. Participants were 31,784 fifteen-year-old students (50.78% female) from 19 countries and economies in the 2009 Programme for International Student Assessment database. Results showed that students exhibited better reading literacy in the print environment. Moreover, information-seeking activities, control strategies, knowledge of metacognitive strategies, and navigation skills positively predicted reading literacy in both print and electronic formats for all regions, whereas social reading activities negatively predicted reading literacy in print and were most harmful for the Asian region in both formats. Memorization strategies were negatively associated with reading literacy in both formats for Australasian, Western and Eastern EU, and South American regions, but not for the Asian region. Online reading habits, regardless of types, had no impact on reading literacy in both formats for the South American region. The study findings provided suggestions for literacy instruction in the e-learning era across different regions.  相似文献