赴奥地利、德国参加FID第48届大会暨学术研讨会考察随记

本文简介了国际信息与文献联合会(FID)及其第48届大会的基本情况,同时简述了德国国家信息技术中心的状况,并针对上述内容思考了几个有关现代信息领域的问题。     

信息技术支持下的高校学生自主学习探讨

21世纪是科技迅猛发展的时代,随着经济的进步和社会的发展,信息技术不断完善自身,积极开拓进取,如今信息技术已成为一项重要的科技输出与创新平台,为国家的发展乃至世界的前进都发挥着重要的贡献作用,因此,在教育领域,学校和教师要牢牢把握教学机遇,积极开拓发展教育新思路,尤其在高校领域,高校学生思维意识渐进成熟,对新事物有较强的适应能力和反应力,在信息技术的助力下更容易发展自我,取得优秀的教学效果,并在自身层面得到有效提升和拔高,促进学生自主学习能力的提高。     

以问题设计引导教学讨论在《内科护理学》中的应用

为适应21世纪对护理教育的要求,改革传统教学模式,培养学生能力和综合素质,在《内科护理学》教学中尝试使用以问题设计引导教学讨论的方法,并对使用该教学方法的利弊进行一些探讨。     

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes and better provide coaches with the professional skills they need to deal with the complex nature of their work. Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part 1 of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of 24 undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups.     

Using shared online blogs to structure and support informal coach learning. Part 2: the participants' view and implications for coach education

In part one of this paper, Stoszkowski and Collins showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed.     

中国女篮个人防守能力的探讨

从１９９６年奥运会开始,中国女篮在三次世界大赛中相继失利,其原因是多方面的。以观测统计及比较法,仅对中国女篮队员的个人防守能力进行探讨,旨在为中国女篮提高个人防守能力提供参考。结果表明：中国女篮攻击性防守能力差;防守技术运用的准确性差;防守应变能力及针对性差;心理素质不稳定等     

论网络舆情的搜集、分析和引导

从掌握网上舆论主动权的角度,探讨了网络舆情的搜集、分析以及引导网络舆情的方法。搜集网上舆情要正确把握网络舆情的生成规律,清楚了解网络舆情的存在空间,分析网上舆情要通晓社会思潮和复杂形势,引导网上舆情要做好信息发布等基础性工作。     

基于Struts框架的在线考试系统的设计

本文利用OOT技术对在线考试系统进行了分析,确定了UML表示的系统用例图和手动组卷的状态图,提出了MVC模式下在线考试系统的应用,给出了该系统基于Struts框架的系统设计模型。实践表明,该系统能有效的完成考试任务。     

基于内容一致性的连续出版物内容交换协议规范:美国NISO_PESC解析

美国国家标准协会(NISO)发布的《连续出版物内容交换协议》(ProtocolforExchanging Serial Content(PESC))可以一定程度地解决连续出版物的内容在出版商、出版商代理、发现服务组织方、转换供应商、存档服务商等不同的组织间大批量转移交换过程中格式不统一、交换困难、内容缺失、效率低下等问...     

MOOC设计、学生参与和讨论质量的关系研究

MOOC凭借其资源多元化、使用便捷性、参与自主性风靡全球,但已有研究表明MOOC因缺乏面对面的人际交流,其讨论效果难以达到传统教学的效果.以中国大学MOOC平台中的30门课程为研究对象,对这些课程的5750个主题的讨论质量进行打分,运用回归分析法,探索MOOC设计、学习参与和讨论质量的关系.结果表明,教学内容、课程时长...