定向越野对学生体质的影响研究

我国高校每年都要对在校生进行学生体质检测,结果显示学生体质呈持续下降现象,这引起了社会各界的广泛关注。本文主要从定向越野的户外性、探索性等特点进行研究,使枯燥的学习活动增加趣味性。探讨在体育教学中利用定向越野提高学生身体体质的有效方法,更好的促进学生的体质发展。     

The influence of cognitive domain content levels and gender on designer judgments regarding useful instructional methods

Instructional theory is intended to guide instructional designers in selecting the best instructional methods for a given situation. There have been numerous qualitative investigations into how instructional designers make decisions and the alignment of those decisions with theoretical influences. The purpose of this research is to more quantitatively explore the question of how instructional designers actually use instructional planning theory to judge the usefulness of instructional methods. We asked 56 instructional designers to rate the usefulness of 31 instructional methods for six different cognitive domain content level conditions. The results show that content level has a statistically-significant influence on a designer’s judgments regarding the usefulness of an instructional method. A designer’s gender also has a statistically-significant influence on a designer’s judgments regarding methods, but a weak effect size limits this result. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically method generality. The results also provide instructional designers further guidance in selecting the most useful instructional methods for cognitive domain content levels.     

大学生学业影响因素的调查研究

影响大学生学业的因素是多方面的,包括专业理想、学习态度、学习动机、学习方法、学习氛围、师生关系、家庭沟通、考核方式、网络和恋爱等因素。解决好大学生学业问题,可以通过加强专业理想教育,帮助学生制定成才目标;加强对学习过程的监控,帮助学生掌握学习方法;努力营造良好的学习环境,构建和谐师生关系;创设多样化的考核方式,建立学校、家长、学生定期联系制度;加强学生理性上网和正确恋爱的引导;建立学生学业预警机制等措施。     

A flow-map method of representing cognitive structure based on respondents' narrative using science content

Increasing interest in science education research has focused on ways of representing cognitive structure in graphical and quantitative terms. A method is presented for displaying the sequential and multirelational ideation of scientific narrative elicited from respondents. The flow map provides a figural representation of the flow of information, the points in the flow where multirelational and recurrent linkages are made, and the time required to retrieve and express the information at major intervals in the sequence and in total. In keeping with constructivist models of information analysis, the elicitation of responses requires minimal intervention by the interviewer, and flow-map representation requires low inference for its construction, providing a convenient diagram of the sequential and multirelational thought patterns expressed by the respondent. The method is illustrated by analyzing interviews from students varying in academic achievement under two interview conditions that varied in emphasis on recall of multiple relationships. The illustrative data show that students of increasing academic ability produce flow maps of more complex patterns with more cross-relational linkages. These kinds of linkages, on the whole, increase with increased emphasis in the interview on recall of relationships.     

基于B/S结构学生管理系统的实现

对B/S结构的学生管理系统进行了探讨,重点分析了系统的结构、开发环境和语言、采用的数据库、安全策略、功能实现等5个方面.结果表明,该系统能方便快捷地完成各项学生管理工作,充分满足校园网用户的使用需求,极大地提高学生管理人员的工作效率和管理水平.     

高校社团对高职学生的自我控制能力影响的实证研究

本文通过问卷调查对广州地区某职业技术学院377名参加与未参加高校社团的大学生自我控制能力情况进行相关调查分析,结果显示:1)参加社团的大学生在自我控制综合能力水平上显著高于未参加社团的大学生;2)参加社团的大学生中,男生的自我控制综合能力显著高于女生。     

知识经济下的组织结构创新--扁平化组织的探索

知识经济的到来要求组织结构不断创新,扁平化组织正好顺应了这一趋势。本文在对扁平化组织进行理论研究的基础上,提出了扁平化组织应推行远景管理、实施顾客关系管理、建立学习型组织、推行团队工作方式等实际运作的探索。     

The influence of the curriculum organization on study progress in higher education

During the last decade the demand foruniversity education in the Netherlands hasgrown, and until two years ago there was stilla yearly increase in the number of studentsattending university. However, not all of thesestudents graduate and those that do often takelonger than the programmed four years to finishtheir studies. The policy of the Minister ofEducation aims to increase the rate ofcompletion and to reduce the time needed tograduate. Within the last decade far moreattention has been paid to research as well asthe policy on factors within the curriculumorganization. This is in stark contrast to thesixties and seventies, when student-relatedfactors were more prominent. This articlefocuses on the relationship between curriculumorganization and academic success in the firstyear of university education. In this researchacademic success is defined as the number ofstudents succeeding for the first-yearexamination and can be seen as fraction, withenrolling students as the numerator and students that passed the first-year examinationwithin one year as the denominator. Weinvestigated the academic success of fivegroups of students (enrolment years 1987–1991)within six different departments at theUniversity of Groningen, the Netherlands.Aspects of curriculum organization thatcontributed positively to academic success werefor example, decreasing the study load byspreading exams and programming fewer parallelcourses, whereas it was better not to spreadre-tests over the whole year.     

谈认知结构在化学学习中的重要作用

作者从认知结构中知识的表征方式、知识的类型和知识的系统组织三个方面,结合教学实际阐述了建立良好的认知结构对学生学好化学的重要作用。     

谈认知结构在化学学习中的重要作用

作者从认知结构中知识的表征方式、知识的类型和知识的系统组织三个方面,结合教学实际阐述了建立良好的认知结构对学生学好化学的重要作用.     

The role of cognitive style and its influence on proportional reasoning

It has been suggested that proportional reasoning tasks contain field effects. Field-dependent students are considered to be highly influenced by the structure of the perceptual field and lack an articulated conceptual framework. To test the hypothesis that there is a significant correlation between field independence and proportional reasoning tasks, a sample of science students were tested to determine performance in proportional reasoning and degree of field independence. It was found that even students who are normally capable of proportional reasoning can be misled by the presence of field effects. A significant correlation (r = 0.50; p = 0.001) was found between the test of field independence and the nine items of proportional reasoning. Educational implications are drawn.     

The effects of cognitive style and course content on classroom social behavior

This study of the effects of course content and cognitive style on students' classroom social behavior utilized 29 boys experiencing academic difficulties. After completing the Embedded Figures Test, each subject was assigned to either field-dependent (FD) or field-independent (FI) groups. Systematic observations of the two groups' classroom behaviors in French and mathematics classes were compared using ANOVA techniques. Results showed that the social behavior profiles of the two groups were the same on 18 behavioral categories. However, consistent with previous findings, FI subjects were more disruptive than FD subjects. Variance in social behavior was due principally to course content. The interactive effects of cognitive and task characteristics on social behavior are discussed within a cognitive-behavioral perspective.     

The influence of instruction on verbatim and content text recall

This investigation focuses on text recall in eight‐ and nine‐year old children. The main focus was on whether two different sets of instructions had a differential influence: one set instructed students to focus on an orally presented text verbatim, and the other instructed students to focus on its content. A differential influence on verbatim and content recall might indicate separate storage of verbatim and gist information, and could provide evidence for two subprocesses of text processing – that is, for construction and integration. The instructions were administered either before or after hearing the text, and recall was tested again one week later. The results showed differential instruction effects on verbatim and content recall. These effects depended on the time of instruction. Verbatim instruction had an enhancing effect on verbatim recall, both when instructions were given before and when given after text presentation. Content instruction given after text presentation had a suppressing effect on verbatim recall, but involved no advantage for content recall. Content recall was not suppressed by verbatim instruction at any time of instruction. Thus, the processing of content seems to be less situated than the processing of verbatim information.     

不同强度健步走对女大学生身体素质的影响

本研究通过对36名辽宁师范大学普通女大学生进行为期10周的健步走锻炼,观察不同运动强度对女大学生体质的影响。研究结果显示：中、小强度的健步走是女大学生健身锻炼的最适宜运动强度。     

政府购买社会组织服务影响因素的实证分析

基于安徽财经大学中国城乡发展公共政策研究所关于政府购买服务的调查数据,本文采用Logit模型实证分析社会组织成员平均受教育年限等因素对承接政府购买服务的影响.结果显示,社会组织成员平均受教育年限越高,承接政府购买服务的可能性越大.因此,为了促进社会组织承接政府购买服务的发展,政府应优化社会组织成员教育程度.     

不同强度健步走对女大学生身体素质的影响

本研究通过对36名辽宁师范大学普通女大学生进行为期10周的健步走锻炼,观察不同运动强度对女大学生体质的影响。研究结果显示:中、小强度的健步走是女大学生健身锻炼的最适宜运动强度。