中、德两国大学本科体育教育专业课程设置分析——苏州大学与德国海德堡大学对比

采用文献资料法、访谈法、对比分析法等研究方法,对苏州大学与德国海德堡大学本科体育教育专业的课程设置进行对比研究.结果显示:海德堡大学体教专业学生需要学习两个专业,为拓宽就业渠道奠定了基础;在教学总时数上,苏州大学远远超过德国海德堡大学;在学科方面,海德堡大学体教专业的授课形式多以讨论课为主;在术科方面,海德堡大学专修课学时所占比例较小,但选修课数量远多于苏州大学;在考核方面,海德堡大学大学学生考试压力较小,但突出了个人的创造性、主导性及综合能力.     

Knowledge Production and Knowledge Transmission. The interaction between research and teaching at universities

Abstract

Even though the interaction between teaching and research at universities is a well‐studied topic, it is difficult on the basis of available studies to draw any definite conclusions concerning the character of this relationship. This study, which is based on survey data, as well as interviews, shows that university faculty believe that their research influences their teaching and that their teaching activities have a positive effect on their teaching. They find, however, that research is more important for teaching than vice versa. The characteristics of the interaction vary between teaching on various levels and between disciplines. In general, the interaction is stronger at a graduate than at an undergraduate level. At an undergraduate level the relationship is stronger in the humanities and the social sciences than in other fields of learning, while there are no such differences at a graduate level. The findings are discussed on the basis of differences between disciplines and types of teaching     

The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy

Early exposure to radiological cross-section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands-on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two-semester gross anatomy course with 749 first-year medical students, as well as a follow-up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey-based feedback. In the elective course, participants were assigned to three groups and underwent a self-directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre- and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.     

Teacher in a problem-based learning environment – Jack of all trades?

Problem-based learning (PBL) is one among several approaches to active learning. Being a teacher in a PBL environment can, however, be a challenge because of the need to support students’ learning within a broad ‘landscape of learning’. In this article we will analyse the landscape of learning by use of the study activity model (SAM) developed by the Danish University Colleges, with the aim of investigating to which extent this may lead to explication and clarification concerning the challenges faced by teachers in a PBL environment. In the case study, the SAM is applied to the first semester of an engineering programme at Aalborg University, a university setting where the PBL approach to teaching and learning is dominant. The results of the analysis are presented and discussed, and the conclusion is that the model, in spite of some shortcomings, is useful in clarifying the role of the teacher in a PBL environment.     

Taming a beast of burden – On some issues with the conceptualisation and operationalisation of cognitive load

Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanations of effects caused by manipulations of instructional designs. This situation also imposes challenges to testing CLT as a theory. This paper critically reflects the conceptualisation of CLT's core concept and the implications for its operationalisation. In order to address some of the challenges we propose a complexity framework that allows the derivation of a priori estimates of mental load that go beyond CLT's notion of element interactivity. In a study we test hypotheses with regard to effects of the variation of sources for intrinsic cognitive load (increase of complexity within tasks) and the variation of sources for extraneous cognitive load (reduction of extraneous cognitive load between tasks) in three ability groups. Complexity-based estimates prove superior to element interactivity-based estimates of mental load in the prediction of performance outcomes. Results also indicate that individual differences in information-processing capacity determine to what extent complexity is reflected as cognitive load. In this respect the proposed framework extends the focus of CLT beyond the discussion of the role of prior knowledge and acquired levels of expertise.     

Match performance of high-standard soccer players with special reference to development of fatigue

The aim of this study was to assess physical fitness, match performance and development of fatigue during competitive matches at two high standards of professional soccer. Computerized time-motion analyses were performed 2-7 times during the competitive season on 18 top-class and 24 moderate professional soccer players. In addition, the players performed the Yo-Yo intermittent recovery test. The top-class players performed 28 and 58% more (P < 0.05) high-intensity running and sprinting, respectively, than the moderate players (2.43 +/- 0.14 vs 1.90 +/- 0.12 km and 0.65 +/- 0.06 vs 0.41 +/- 0.03 km, respectively). The top-class players were better (11%; P < 0.05) on the Yo-Yo intermittent recovery test than the moderate players (2.26 +/- 0.08 vs 2.04 +/- 0.06 km, respectively). The amount of high-intensity running, independent of competitive standard and playing position, was lower (35-45%; P < 0.05) in the last than in the first 15 min of the game. After the 5-min period during which the amount of high-intensity running peaked, performance was reduced (P < 0.05) by 12% in the following 5 min compared with the game average. Substitute players (n = 13) covered 25% more (P < 0.05) ground during the final 15 min of high-intensity running than the other players. The coefficient of variation in high-intensity running was 9.2% between successive matches, whereas it was 24.8% between different stages of the season. Total distance covered and the distance covered in high-intensity running were higher (P < 0.05) for midfield players, full-backs and attackers than for defenders. Attackers and full-backs covered a greater (P < 0.05) distance in sprinting than midfield players and defenders. The midfield players and full-backs covered a greater (P < 0.05) distance than attackers and defenders in the Yo-Yo intermittent recovery test (2.23 +/- 0.10 and 2.21 +/- 0.04 vs 1.99 +/- 0.11 and 1.91 +/- 0.12 km, respectively). The results show that: (1) top-class soccer players performed more high-intensity running during a game and were better at the Yo-Yo test than moderate professional players; (2) fatigue occurred towards the end of matches as well as temporarily during the game, independently of competitive standard and of team position; (3) defenders covered a shorter distance in high-intensity running than players in other playing positions; (4) defenders and attackers had a poorer Yo-Yo intermittent recovery test performance than midfielders and full-backs; and (5) large seasonal changes were observed in physical performance during matches.     

Exercise performance and cardiovascular health variables in 70-year-old male soccer players compared to endurance-trained,strength-trained and untrained age-matched men

Abstract

The aim was to investigate performance variables and indicators of cardiovascular health profile in elderly soccer players (SP, n = 11) compared to endurance-trained (ET, n = 8), strength-trained (ST, n = 7) and untrained (UT, n = 7) age-matched men. The 33 men aged 65–85 years underwent a testing protocol including measurements of cycle performance, maximal oxygen uptake (VO₂max) and body composition, and muscle fibre types and capillarisation were determined from m. vastus lateralis biopsy. In SP, time to exhaustion was longer (16.3 ± 2.0 min; P < 0.01) than in UT (+48%) and ST (+41%), but similar to ET (+1%). Fat percentage was lower (P < 0.05) in SP (–6.5% points) than UT but not ET and ST. Heart rate reserve was higher (P < 0.05) in SP (104 ± 16 bpm) than UT (+21 bpm) and ST (+24 bpm), but similar to ET (+2 bpm), whereas VO₂max was not significantly different in SP (30.2 ± 4.9 ml O₂ · min^?1 · kg^?1) compared to UT (+14%) and ST (+9%), but lower (P < 0.05) than ET (?22%). The number of capillaries per fibre was higher (P < 0.05) in SP than UT (53%) and ST (42%) but similar to ET. SP had less type IIx fibres than UT (?12% points). In conclusion, the exercise performance and cardiovascular health profile are markedly better for lifelong trained SP than for age-matched UT controls. Incremental exercise capacity and muscle aerobic capacity of SP are also superior to lifelong ST athletes and comparable to endurance athletes.