泉州师范学院大学生体质健康状况及变化趋势的研究

运用文献资料、测试、调查和数理统计等方法,对2011-2013年泉州师范学院在校大学生体质健康标准测试数据进行统计分析,总结研究区间内该校大学生体质健康状况及其变化趋势,为学校全面掌握学生的体质健康状况以及准确把握体育工作重点和努力方向提供科学依据,同时针对暴露出的体质健康问题提出相应改进建议。     

钢筋增强超高韧性水泥基复合材料梁的剪切性能试验研究

目的：揭示不同剪跨比和配箍率的钢筋增强超高韧性水泥基复合材料（RUHTCC）梁的抗剪性能,为超高韧性水泥基复合材料（UHTCC）用于结构关键抗剪部位提供参考。方法：基于抗剪试验结果,阐明剪跨比和配箍率对RUHTCC梁抗剪性能的影响,明确UHTCC与箍筋之间的复合抗剪效应,揭示 RUHTCC 梁的抗剪机理。方法：以剪跨比和配箍率为变量参数,通过 RUHTCC梁在跨中集中荷载作用下的弯曲试验,研究RUHTCC 梁的剪切裂缝形态、荷载-挠度行为、破坏模式、开裂剪切强度和极限剪切强度等抗剪性能,并结合试验结果,分析 RUHTCC 梁的剪力传递机理。结论：1. RUHTCC梁呈现出优良的剪切抗力以及稳态的斜裂缝扩展过程和多缝剪切开裂行为。2.配置少量的箍筋可将典型的剪切破坏转变为较为延性的弯剪破坏甚至弯曲破坏。然而,箍筋的配置并未显著提高 RUHTCC 梁的抗剪能力,同时耦合UHTCC与箍筋也没有表现出协同抗剪效应。3.拉杆-拱模型和桁架-拱模型可用以描述RUHTCC短梁和细长梁的抗剪机理。     

学前教育中羌文化传承的“生态语境”与“叙事体验”探究

羌文化是多元文化中的重要一支,却面临着羌语濒危,文化主体、文化传承“生态语境”缺失,文化传承行为严重失衡等现实困境.学前儿童是未来文化主体,教育是人类文化得以传承的主要途径,学前教育是实施民族文化传承教育的关键期和重要期,学前教育中羌文化传承“语境”损毁而导致羌文化传承教育弱化.因此,塑造学前教育羌文化传承的“生态语境”,突围羌文化传承困境,实施学前儿童羌文化传承“叙事体验”教育,是学前教育羌文化传承的有效建设和重要驱动.     

Family Income Dynamics,Early Childhood Education and Care,and Early Child Behavior Problems in Norway

The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high‐quality ECEC buffers children from the effects of income dynamics. In a population‐based sample (N = 75,296), within‐family changes in income‐to‐needs predicted changes in externalizing and internalizing problems (from ages 18 to 36 months), particularly for lower income children. For internalizing problems, ECEC buffered the effect of income‐to‐needs changes. These findings lend further support to the potential benefits of ECEC for children from lower income families.     

Prenatal Caloric Intake and the Development of Academic Achievement Among U.S. Children From Ages 5 to 14

Few studies have examined the relation between maternal caloric intake during pregnancy and growth in child academic achievement while controlling for important confounding influences. Using data from the National Longitudinal Survey of Youth, the current study examined the effects of reduced prenatal caloric intake on growth in scores on the Peabody Individual Achievement Test from ages 5 to 14. While models controlling for within‐family covariates showed that prenatal caloric intake was associated with lower reading and mathematical achievement at age 5, models controlling for between‐family covariates (such as maternal IQ) and unobserved familial confounders revealed only a statistically significant association between siblings differentially exposed to prenatal caloric intake and mathematical achievement at age 5.     

Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature

This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.     

行动学习及其在高中学科教学中的应用

行动学习是一个以完成预定的任务为目的、通过解决实际问题、在同伴支持下持续不断地反思自己的经验、相互学习与提高的过程,它的理论基础是经验学习循环圈理论和建构主义学习理论,实施过程可概括为“四阶六步”.将行动学习应用于当前高中学科教学,使教师成为行动学习顾问,使学生成为解决问题主角,使高中课堂充满生命活力.其实施过程为提出问题、组建团队、制定方案、解决问题、总结评估等五个步骤.行动学习应用于高中学科教学的功效保障在于提高教师专业发展水平、构建和谐的师生关系以及改变专断僵化的学校管理体制.