高校体育教育开设野外生存训练课的探讨

在高校体育课中开设野外生存训练课是对体育教学内容、方式的探索和创新。在科学、合理、安全地设计和安排了野外生存训练的前提下,有组织和循序渐进地利用体育教育课开展野外生存训练,对学生心理素质和身体素质的提高将会带来积极的影响,值得高校进行尝试和探索。     

多媒体技术在体育技术课教学中的运用

就多媒体技术在体育技术课教学中的运用，从理论上进行探讨，并且从实践中对实验班与对照班的比较得到了满意的结果．     

新型多媒体网络课程的构建研究

随着教育需求的不断扩大，以及新的计算机技术和通信技术的发展，原有的多媒体网络课程难以满足日益增长的教学和学习的需要.本文就如何构建新型的多媒体网络课程，从构建原则、构建思想和构建平台等方面进行了研究和探索。     

区间广义系统的θ_∞鲁棒控制

首先讨论了非受限区间广义系统的容许性问题 ,用广义 Riccati不等式给出该系统容许的充要条件 ;再讨论了区间广义系统的鲁棒控制问题 ,并且用广义 Riccati不等式给出状态反馈下的闭环系统容许且传递函数矩阵的 H∞ 范数小于给定的正常数γ的充分条件 ,最后用数字例子来验证此方法的有效性     

体育专业课学生领做准备活动的实施方法与效果分析

准备活动是体育专业术科课的一个基本环节，学生领做准备活动有利于其教学能力的形成，有利于其知识面的扩展和创新意识的培养。根据教学实践提出了学生领做准备活动的实施方法。     

体能教学课对大学生心理素质的影响

在体能教学课上对100名大学本科生进行针对性的心理素质培养，所采取的教学方法有表现力练习、增强自信心、科学锻炼身体的方法教育等，结果表明：心理素质培养的体能教学对学生的自信心、表现力、锻炼自觉性和情绪控制能力等有积极意义。     

“金课”标准下“基础西班牙语”教学改革初探

为深入贯彻落实我国教育部"金课"建设的精神,提升本科教学质量,我们以"两性一度"为标准,重新审视基础西班牙语课堂的教学设计、授课形式和考核方式。本文将从多个方面探讨如何打造立足本校定位特点、服务国家发展需求的西班牙语专业"金课"。     

中国科学技术大学拔尖创新人才培养的新探索

中国科学技术大学充分利用中科院相关研究所的优质资源,推进拔尖创新人才培养模式和机制的全方位创新,积极创办科技英才班,在组织管理、实施方案等方面进行了一系列新探索,为促进拔尖人才的脱颖而出创造了条件和平台。     

Prior learning in biology at high school does not predict performance in the first year at university

Students in their first year of university face a number of transition issues that can make realising their academic potential difficult. In the sciences, first-year courses cover a large amount of material across broad subject areas, which can make them troublesome for students without background knowledge, and students need to adapt to typically large class sizes and develop active, independent learning skills. We expected a student's prior learning to be important to their academic performance in a large, first-year introductory biology subject and analysed the relationships between students' results in this course with their senior high school results in related subjects over three years from 2007 to 2009. We predicted that students with prior learning in biology would have higher results than those without it, but that chemistry might also be important, given the biochemical nature of much of the course content. Students who completed biology at the senior high school-level did perform better than those who had not, but only if they also completed chemistry. Prior learning in biology was of no benefit to students in first-year biology, except when combined with chemistry, suggesting that potential differences in biology curricula between high school and the first year at university may need to be addressed.     

A comparison of online versus traditional student end‐of‐course critiques in resident courses

This study outlines the intraclass differences between online and traditional student end‐of‐course critiques (EOCCs) only in the context of resident courses. Previous research into these differences appears limited to studies that compare entire classes rather than studies within any given class. Hypotheses are stated that the administration method has an effect on: how students will rate EOCCs, EOCC response rates, and, the detail level, favourability level and number of EOCC comments. In this field experiment, students in resident business courses at a large university comprised the sample. Individuals from within each class were randomly assigned either to a control group that completed a traditional paper‐based EOCC or to an experimental group that completed a similar EOCC online. Comments were coded with regard to the level of detail, favourability and total number of comments. Analysis of variance was used to compare the two groups with regard to ratings, comments and response rates. Online EOCCs had lower response rates, lower overall ratings, but more detailed comments. The methodology had no significant effect on the number or favourability level of comments.