一类教法改革试验的统计分析

近年来。多媒体教学在课堂教学领域被广泛应用。就多媒体教学在体育教学实践中如何运用,本文从学习场所、学习内容、手段、使用设备等方面进行广泛试验。学生在学习的认知度、学习效果和效率获得结果,说明多媒体教学在体育选项课中如何运用,以获得较大的学习效益。     

重复保险相关法律问题研究

复保险派生于保险法上的损失填补原则,是损失填补保险中的重要制度。从复保险的立法意旨出发,《中华人民共和国保险法》对重复保险的概念应采用广义说,必须明确体现保险合同的生效期间重合这个要件。在适用范围上没有必要将重复保险适用范围扩及至人身保险领域。对重复保险的法律效力方面应针对投保人的主观意图进行具体区分。     

Hemin-induced increase in saponin content contributes to the alleviation of osmotic and cold stress damage to Conyza blinii in a heme oxygenase 1-dependent manner

Hemin can improve the stress resistance of plants through the heme oxygenase system. Additionally, substances contained in plants, such as secondary metabolites, can improve stress resistance. However, few studies have explored the effects of hemin on secondary metabolite content. Therefore, the effects of hemin on saponin synthesis and the mechanism of plant injury relief by hemin in Conyza blinii were investigated in this study. Hemin treatment promoted plant growth and increased the antioxidant enzyme activity and saponin content of C. blinii under osmotic stress and cold stress. Further study showed that hemin could provide sufficient precursors for saponin synthesis by improving the photosynthetic capacity of C. blinii and increasing the gene expression of key enzymes in the saponin synthesis pathway, thus increasing the saponin content. Moreover, the promotion effect of hemin on saponin synthesis is dependent on heme oxygenase-1 and can be reversed by the inhibitor Zn-protoporphyrin-IX(ZnPPIX). This study revealed that hemin can increase the saponin content of C. blinii and alleviate the damage caused by abiotic stress, and it also broadened the understanding of the relationship between hemin and secondary metabolites in plant abiotic stress relief.     

发挥集团化办学制度优势 推进基础教育高质量发展——山东省济南市市中区优质教育资源扩大化的实践与思考

集团化办学是实现区域基础教育高质量发展的有效路径,山东省济南市市中区教育和体育局从公平出发创新机制激活办学主体,从生态出发构建发展共同体,从质量出发完善学校发展评价标尺,总结区域集团化办学共性问题,提出了深化集团化办学、推进基础教育高质量发展的可行性举措。     

基于SOLO分类理论的普通高中学业水平等级考试试题能力结构研究——以2020年北京、天津、山东、海南四省市化学试题为例

依据SOLO分类理论对2020年实施新高考的北京、天津、山东、海南四省市普通高中学业水平等级考试化学试题的能力结构进行比较分析,探查试题的命制特点和规律。研究发现:2020年四省市化学试题在SOLO各结构水平层次上均有涉及,多元结构水平和关联结构水平试题占比较高,体现了试题的选拔性;试题中各知识模块的SOLO结构水平层次分布整体均衡,试题内容全面,注重对基础知识的考查,体现了试题的基础性。为了进一步优化化学课堂教学、促进学生全面发展,中学化学教师可以从以下几个方面着手:对标学业质量标准,统筹规划教学的深度与广度;重视实际问题解决,加强学科素养和关键能力的培养;加强教学情境创设,重视创新意识和迁移应用能力的培养;优化课堂教学设计,重视学生高阶思维能力的培养。     

“贵州经验”:论王阳明民族观的形成与实践

王阳明中年被贬谪贵州,由此开始对少数民族与土司治理问题进行思考和探索,逐步形成了“夷夏平等”的民族观。王阳明将此民族观运用于当时贵州重大事件的处理上,积累了较为成熟的“贵州经验”,对贵州产生了良好影响。王阳明“夷夏平等”民族观和“贵州经验”至今仍然具有重要学术价值和现实借鉴意义。     

基于能力本位的高职课程学习成果真实性评价模式

真实性评价迎合了当代高职教育人才培养改革和发展的需要.真实性评价中的"真实",是要求在课程学习成果评价的任务、能力、产出、标准四个要素上同时体现真实性,是对高职能力本位教学实践的补充与衔接.通过与职场现实工作情境及评价操作的参照比对,构建高职课程真实性评价设计模型,按照评价设计过程分为六个环节:能力要求、评价任务、任务条件、学生成果、评分规则、评分情境,并在真实性评价体系设计中融入对评价信度和效度的考量,以期促进真实性评价在教学实践中的应用.     

健康教育嵌入式营养与食品卫生选修课探索

高校学生选修营养与食品卫生类课程的人数较多,其目的是为健康而改变行为。因此,在开展选修课教学过程中,可嵌入健康教育的思想,通过课前调查、课中交流了解学生的实际问题,有针对性地开展教学活动,并在教学中通过师生互动、同伴教育等形式巩固正确思想,纠偏不当行为,在完成选修课教学内容的同时,实现健康教育的目标。     

大学思想政治教学中大学生核心价值观的培养策略分析

大学是培养学生核心价值观的主要场所。大学生群体经历了十余年的系统教育之后,其心智发育相对较为完善,并已经形成了价值观的雏形,而适当的核心价值观教育可以对大学生起到指导的作用,确保学生的价值观能够向着正确的方向发展。核心价值观的培养需要依托思想政治教育这一特殊载体,结合课程安排和校园生活现状,采取针对性的培养策略。而从实际情况来看,大学在培养学生核心价值观的过程中,依然存在着部分不良因素,导致实际培养效果无法达到预期。从大学思想政治教学的现状出发,简要介绍了大学生核心价值观的基本内涵,并着重分析了培养核心价值观的主要影响因素和培养策略。     

Composing print essays versus composing across modes: students' multimodal choices and overall preferences

The current study presents results from students' engagement of composing print essays and composing across modes on the same topic. It builds on the premise that print‐based reading and writing should complement and coexist with multimodal pedagogy. A group of Taiwanese adolescent students were invited to complete one print essay and one multimodal product on the same topic of “My favorite place in the world”. For their multimodal product, students were required to use at least two modes (e.g. words and image, sounds and words) in any medium (e.g. video, collage, scrapbook or website) of their choice. It was found that the most frequently used medium for students' multimodal projects was video which incorporated words, sounds and visuals. Most students felt that for the topic of “My favorite place in the world”, their multimodal products helped them to convey their ideas better because they provided the audience with more sensory information. To conclude the paper, a few future research directions are outlined to help move the research of multimodal composing forward.