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101.
师幼互动是一个双向建构的过程,指在幼儿园一日生活各环节中教师与幼儿之间以师幼接触为基础的双向人际交流.建构主义的核心观点是:儿童的学习是主体与环境相互作用的双向活动.基于建构主义关于教师现、儿童观及师幼关系的观点,笔者认为在这一理论视角下,应该:尊重幼儿,建立合作探究式师幼关系;平视幼儿,建立民主平等型师幼关系;关爱幼儿,构建情感相依型师幼关系. 相似文献
102.
教育思维方式的现代转向及其实践意蕴 总被引:2,自引:0,他引:2
教育实践是人们基于对教育的理解而展开的,而对教育的理解又是以对教育的设问方式为前提的。自古以来,存在着两种不同的教育思维方式,即本体论的思维方式和关系论的思维方式。前者是追问教育本质的哲学思维,后者则是认识和把握教育现象的科学思维。恰恰是关系论的教育思维方式,引入了教育的主体性原则,从而带来教育实践的根本性变化。 相似文献
103.
计算机公用机房负荷大、使用时间长、安装软件多,维护工作量大。主要从计算机机房维护管理工作来谈怎样做好实验室的维护,希望能对从事同样工作的人有所帮助。 相似文献
104.
高校公共机房承担着全校计算机课程的实践教学任务,机房正常运行是保障教学正常进行的前提。从技术与管理两个方面提出了维护高校公共机房的策略。 相似文献
105.
The length-tension relationship of muscle contraction is well documented in adults. However, research on this relationship in children has been limited. The aim of this study was to compare differences in the torque-joint angle relationship of the quadriceps muscle in children and adults. Eight boys aged 8-10 years and eight men aged 20-26 years performed two maximal voluntary isometric contractions at six knee joint angles (20°, 40°, 60°, 80°, 90°, 100°). The mean of the two trials was used as the performance measure. Both groups demonstrated an expected increase in relative torque as the joint angle increased (P ? 0.05). The men produced significantly greater relative torque at 20°, 40° and 60° knee flexion (P ? 0.05). The percentage of maximal torque at these angles for the men and boys respectively were: 35.2 - 4.3 vs 15.2 - 12%, 63.6 - 9.1 vs 51.8 - 16.8% and 93.6 - 6.5 vs 84.4 - 14.4%. There were no group differences at 80° or 90°. Peak torque was attained at 80° in men, but decreased significantly (P ? 0.05) at 90° and 100°. For boys, peak torque was attained at joint angles of 80° and 90°. The reduction in peak torque at 100° was not statistically significant, but the relative torque at this angle was lower in men than in boys (77.9 - 13.7 vs 87.1 - 10.4%; P ? 0.05). In conclusion, the relationship between torque and joint angle appears to be affected by age. 相似文献
106.
The success of the iPhone has created the smartphone application marketplace as a new business model for freelance developers, with significant potential yields. Attracting and retaining these freelance developers is an important success factor for smartphone platform owners. Therefore, using the viewpoint of freelance developers, this study adopts a discovery-oriented approach to explore antecedents of intentions to maintain a relationship with an incumbent platform. In a relationship commitment sense, freelance developers sustain incumbent relationships because of their calculative and affective commitments. Interview data further suggest that monetary rewards, potential market demand, and switching costs relate to calculative commitment; perceived service quality, identification with the platform owner, and intrinsic rewards are antecedents of affective commitment. The findings from the literature review and field research together produce an integrative framework that offers key insights for the smartphone application market, which can help central actors understand how to retain their external partners. 相似文献
107.
Sharing knowledge in inter-organizational relationships is one way to enhance strategic competitiveness. It is generally agreed that the development of close relationships facilitates such sharing among partners. This paper presents a research model comprises five research hypotheses with four constructs, including relationship orientation, institutional orientation, relational risk and knowledge sharing. This study develops a conceptual model that relational risk as a mediating construct to examine the inter-relationship effects that affect knowledge sharing and these relationships. We analyze data collected from 312 of the top 1000 Taiwanese manufacturing firms in 2011 listed in Business Weekly. The results of the empirical study suggest that the role played by relationship orientation and institutional orientation is critical in ensuring the inter-organizational knowledge sharing as it mitigates the relational risk in the process. The findings of the study provide practical insights into how supply chain members should reinforce their relational and institutional view of relational governance and manage relational risks so as to improve their collaborative behaviors and in turn achieve the competitive advantage of knowledge sharing for the supply chain as a whole. 相似文献
108.
Sophie Xin Yang Sophia Jowett 《Measurement in physical education and exercise science》2013,17(4):281-294
The Coach–Athlete Relationship Questionnaire was developed to effectively measure affective, cognitive, and behavioral aspects, represented by the interpersonal constructs of closeness, commitment, and complementarity, of the quality of the relationship within the context of sport coaching. The current study sought to determine the internal reliability and factorial validity of the long (the 29-item Long Version Coach–Athlete Relationship Questionnaire) and short (11-item Coach–Athlete Relationship Questionnaire and 13-item Greek Coach–Athlete Relationship Questionnaire) versions of the Coach–Athlete Relationship Questionnaire with a sample of 800 Chinese coaches and athletes. Results supported the internal reliability across all Coach–Athlete Relationship Questionnaire versions examined, while confirmatory factor analyses (CFA) only supported the factorial validity of the three-factor first-order model of the 11-item Coach–Athlete Relationship Questionnaire. The results are discussed in terms of their implications for theory, research, and practice. 相似文献
109.
《中国教育现代化2035》赋予了新时代中国教育现代化新内涵,构建服务全民终身学习的现代教育体系成为新时代中国教育现代化的主要目标方向,与此同时,2035教育规划提出与之相适应的教育治理新目标,而构筑终身学习现代教育体系及与之相适应的教育治理新格局的形成,成为《中国教育现代化2035》的核心和主线;如果说2035的教育体系与现存教育体系将不仅区别在外塑,更区别在内核的话,前一个目标则指向于2035教育的内核,后一个目标指向于2035教育的外塑。在整全的视域下,两个目标是密不可分的整体,前一个目标是包涵新教育治理格局的终身化教育体系,后一个目标是基于终身化现代教育体系的教育治理现代化新格局。研究2035教育现代化,需要将两个目标统一一体于新思考框架中。其中,我国2035年将建成的服务全民终身学习的现代教育体系,就是扎根于本土现代化进程中的终身教育体系。 相似文献
110.
当代教育思潮层出不穷,对教师的思想观念产生深远的影响,对教师的教育理论素养生成具有重要意义。选取师生观这一角度进行具体分析,追踪教师师生观发展演变与教育思潮的关系。在理论上,教育思潮与师生观不断碰撞;在价值目标上,二者形成互动逻辑;在教学实践中,教育思潮引领教师不断形成与发展新型师生理念。梳理不同教育思潮所倡导的师生观,为丰富教师教育理论素养提供理论资源,促使教师树立新型的师生观,期望对当前的教育理论和实践发展具有借鉴价值。 相似文献