学校体育实施终身体育教育的途径和方法

从新的体育课程标准入手 ,对终身体育者的标准、特征和影响终身体育因素进行了论述和分析 ,提出学校体育应从体育教学和课外体育活动等方面培养学生的终身体育意识和能力。     

文献梳理、适切性分析与路径选择:信息化教学类比赛促进职校教师专业发展研究

在国家积极推动教育信息化的时代背景下,信息化教学类比赛为职校教师的专业发展提供了新的路径选择。在文献梳理的基础上,厘清了教师专业发展的三个维度以及技术(特别是信息技术)促进教师专业发展的相关理论,指出了信息化教学类比赛促进职校教师专业发展是具有坚实理论支撑的,分析了信息化教学类比赛与职校教师专业发展所具有的适切性。结合信息化教学类比赛的实际案例,提出了信息化教学类比赛促进职校教师专业发展的路径:研学比赛文件、微课育人及利用网络构建学习共同体。     

论课堂教学时序——基于怀特海教育节奏思想的视角

怀特海在《教育的目的》中将教育的节奏划分为浪漫阶段、精确阶段和综合运用阶段,充分揭示了基于学习者智力发展特点的学习进阶规律,以及教育遵循智力发展的阶段性所应体现出的节奏性。这为分析课堂教学时序,促进课堂教学的有序运行提供了新的视角。具体而言,课堂教学时序包括学习主体之身心时序、课程知识之逻辑序、教学过程之运行序。这就要求教学遵循学习者的身心发展序,让“适合学生的教学”成为可能;课程知识的选择、组织与传递符合知识的内在逻辑,并联结主体经验,让课程富有活力;厘清教学关系,精心设计教学流程,合理创设教学情境,让教学过程富有诗意,让学习者在学习中充满体验和遐想。     

存在与生成:基于文本接受的教学认识逻辑

文本是客观世界所呈现出的本体存在与应然样态。作为教学的文本具有客观性、接受性与认同性。由于对先验内容的观念体认,召唤结构的内发生成,共生互融的认同语境,使通过文本的教学得以可能。基于文本接受的教学认识逻辑,应回归知识本体,对文本进行由博返约;激发召唤结构,生发基于作品的动态文本;追寻期待视野,涵育共生性的对话交往,从而实现主体与文本的共存。     

教学风险初探

20世纪50年代以来,随着风险管理这一新兴管理学科的迅猛发展,其走入教学范畴是自然而然的事情。教学风险是指教学的实际结果与预期结果间的偏差。导致或加剧教学的实际结果与其预期结果之间的偏差的原因或条件,被称为教学风险的风险因素。依据不同的分类标准,可以对教学风险进行不同的分类。当前我国应加强对教学风险的研究与应对工作。     

Optical engineering for children – a structured approach

The present paper focuses on the application of a structured template, maximum impact flow (MIF), in order to encourage young students in the area of optics and optical engineering. MIF introduces a template in terms of individual steps and linked functionality and is shown to fuse separate learning tools together into a cohesive unit. Prioritization and teaching structures are also discussed with the promotion of technology identified as a key factor.     

工科《线性代数》总复习框架

将工科《线性代数》中所涉及到的知识点用一条脉络串起来,各个知识点之间的相互关系清晰明了,同时也将《线性代数》这门课程要求学生掌握的知识体系体现出来.     

Have a Legal Question Without the Resources to Get an Answer?

This article explores the Western New York's Library Resources Council's Ask the Lawyer Program. The program provides a timely model for local cultural heritage communities, such as archives, to collectively retain a lawyer in a non-representational capacity to answer both specific and hypothetical questions that arise as a result of their work.     

Comparison of three web-scale discovery services for health sciences research

Objective

The purpose of this study was to investigate the relative effectiveness of three web-scale discovery (WSD) tools in answering health sciences search queries.

Methods

Simple keyword searches, based on topics from six health sciences disciplines, were run at multiple real-world implementations of EBSCO Discovery Service (EDS), Ex Libris''s Primo, and ProQuest''s Summon. Each WSD tool was evaluated in its ability to retrieve relevant results and in its coverage of MEDLINE content.

Results

All WSD tools returned between 50%–60% relevant results. Primo returned a higher number of duplicate results than the other 2 WSD products. Summon results were more relevant when search terms were automatically mapped to controlled vocabulary. EDS indexed the largest number of MEDLINE citations, followed closely by Summon. Additionally, keyword searches in all 3 WSD tools retrieved relevant material that was not found with precision (Medical Subject Headings) searches in MEDLINE.

Conclusions

None of the 3 WSD products studied was overwhelmingly more effective in returning relevant results. While difficult to place the figure of 50%–60% relevance in context, it implies a strong likelihood that the average user would be able to find satisfactory sources on the first page of search results using a rudimentary keyword search. The discovery of additional relevant material beyond that retrieved from MEDLINE indicates WSD tools'' value as a supplement to traditional resources for health sciences researchers.     

Provider documentation of patient education: a lean investigation

Purpose

The study evaluates how providers give patient education materials and identifies improvements to comply with Meaningful Use (MU) requirements.

Methods

Thirty-eight patient-provider interactions in two health care outpatient clinics were observed.

Results

Providers do not uniformly know MU patient education requirements. Providers have individual preferences and find gaps in what is available. Accessing and documenting patient education varies among providers. Embedded electronic health record (EHR) materials, while available, have technical access barriers.

Conclusions

Providers'' EHR skills and knowledge levels contribute to non-standardized patient education delivery.