约束模型视角下幼儿基本动作技能发展的教学干预研究--以山东省潍坊市一农村幼儿园学前儿童为例

目的:初步探索农村地区学前儿童基本动作发展情况,以Newell的约束模型(constraints model)为理论基础,为学前儿童设计发展适宜性的身体活动,并检验为期8周的体育教学活动对幼儿基本动作发展的影响。方法:以山东省潍坊市某农村幼儿园学前儿童(n=109)为研究对象,以班为单位随机分配到实验组(n=54)和对照组(n=55)。实验组儿童参与为期8周的动作技能发展课程,对照组儿童参与幼儿园正常的教学活动。课程开始前和结束后一周内,采用TGMD-2对受试儿童进行测试。结果:1)研究中农村儿童的移动技能和物体控制技能的基线均显著低于TGMD-2的常模。2)经8周基本动作教学,实验组的后测GMQ显著高于对照组(P<0.001),对照组的GMQ在实验前后没有显著差异(P=0.087)。3)性别对教学干预无显著影响(P=0.703);实验组的后测移动技能和物体控制技能得分均显著高于对照组的后测成绩(P<0.001)。结论:研究中农村幼儿的基本动作发展相对滞后,物体控制技能发展水平低下是主要来源;为期8周的基本动作教学活动能够有效地促进农村学前儿童基本动作技能的发展。     

Study of co-located and distant collaboration with symbolic support via a haptics-enhanced virtual reality task

This study intends to investigate how multi-symbolic representations (text, digits, and colors) could effectively enhance the completion of co-located/distant collaborative work in a virtual reality context. Participants’ perceptions and behaviors were also studied. A haptics-enhanced virtual reality task was developed to conduct collaborative work. An experiment was conducted with which participants were separated into four groups with the combinations of two variables: w/o multi-symbols and co-located/distant. Performance results show that multi-symbolic representations significantly helped users reduce the time in completing a task in the co-located case. Perception results show that awareness, presence and social presence are highly correlated to usefulness, ease of use and playfulness. Further, behavior analysis found two strategies beneficial to the completion of collaborative work with which divide and conquer is used in problem solving. In addition, the major failure mode is identified and it implies that participants had problems in depth perception. In summary, multi-symbolic representations in haptics-enhanced virtual reality systems have potentials to effectively help collaborative work.     

外商直接投资对广西产业带动效应分析——基于产业偏离份额测算法

运用产业结构偏离份额测算法,对外商直接投资对广西产业发展的带动效应进行分析,发现外商直接投资与部分结构偏离份额较大的产业显性相关,表明外商直接投资能有效提高第二、第三产业水平值。但由于广西资源集聚度低、市场要素有待培育以及产业整体水平较低等,外商直接投资对广西产业的带动效应主要表现为间接效应,该文基于此提出促进外商直接投资发挥更大产业带动绩效的政策建议。     

高校一线专职辅导员队伍建设的现状、困境与出路

通过对广州某市属高校一线专职辅导员队伍建设现状的调研显示,辅导员队伍建设制度完善、队伍结构相对合理,但是人员配备有待加强、行政职务难以提升,专业化、职业化建设程度不高等,需要政府落实政策、学校提供平台、辅导员做好工作三方共同努力,促进辅导员队伍朝专业化、职业化发展。     

基于Pro/E机械制图校园网虚拟模型库构建

为适应机械制图教学改革的需要,提高机械制图课程教学效果,以Pro/engineer软件为基础建立了一个基于校园网的机械制图虚拟模型库,便于学生随时学习。本文分析了实物模型的缺点,介绍了三维实体造型及装配技术的造型步骤及基本方法以及校园虚拟模型库的建立流程。     

大学校园流行语研究综述

大学校园流行语属于一种社会方言,是大学校园里广泛流传的一种鲜活的话语形式。为了解大学校园流行语的相关研究成果,本文经过对相关文献的梳理,对大学校园流行语的定义、来源及产生方式、分类、特点和研究方法等五个方面进行归纳分析。     

“兴观群怨”的文学功能浅析

孔子的"兴观群怨"说是对《诗经》的社会功能的认识和概括,是其诗论思想的主要内容,孔子通过"兴观群怨"将社会风貌、政治面貌等展示在人们面前,文学作为一种社会意识形态,具有相同的社会功能,因此,在当下的文学创作中,"兴观群怨"这一传统的思想,仍然具有重要的指导意义。     

Teaching Nature of Science to Preservice Science Teachers: A Phenomenographic Study of Chinese Teacher Educators’ Conceptions

Drawing from the phenomenographic perspective, this study investigated Chinese science teacher educators’ conceptions of teaching nature of science (NOS) to preservice science teachers through two semi-structured interviews. The subjects were twenty-four science teacher educators in the developed regions in China. Five key dimensions emerged from the data on the conceptions of teaching NOS, including value of teaching NOS, NOS content to be taught, incorporation of NOS instruction in courses, learning of NOS, and role of the teacher. While some of these dimensions share much similarity with those reported in the studies of conceptions of teaching in general, some are distinctively different, which is embedded in some unique features of teaching NOS to preservice science teachers. These key dimensions can constitute the valuable components of the module or course to train science teachers or teacher educators to teach NOS, provide a framework to interpret the practice of teaching NOS, as well as lay a foundation for probing the conceptions of teaching NOS of other groups of subjects (e.g., school teachers’ conceptions of teaching NOS) or in other contexts (e.g., teaching NOS to in-service teacher).     

浅谈中职学校班主任工作的艺术

中职学校班主任工作对班级形成和有序发展起着重要作用,班主任应关爱学生,加强对学生自我管理能力的培养,促进学生综合能力的提高,培养学生健全的人格,为学生的终身发展打下良好基础。     

国家理论：诺思与马克思的比较

在国家的起源问题上,诺思是在批判“契约论”和“掠夺论”的基础上形成了自己的“暴力潜能”理论,他对国家模型的论述是建立在经济分析的基础上的,因此有着深厚的历史唯物主义的基础。在国家的本质问题上,诺思认为国家是博弈规则的制定者,其本质在于对产权的界定和行使,而马克思认为国家植根于市民社会,国家的本质是其阶级性。由于两人研究的角度不同,其对国家职能的认识也有差异。