阿尔都塞意识形态国家机器理论形成的逻辑演变

阿尔都塞意识形态国家机器理论形成的逻辑可分为理论线索和思想线索。阿尔都塞对于意识形态——意识形态机器——国家机器——意识形态国家机器的认识是其理论线索。思想线索是阿尔都塞提出这一理论的思想起因,即对意识形态独特的理解、从社会功能的角度考察意识形态以及对马克思主义国家理论的补充。     

器械体操课学生心理疲劳产生的原因与预防

器械体操对发展学生灵活、力量、协调、柔韧、平衡等身体素质，培养学生勇往直前、坚忍不拔的精神，发挥着极其重要的作用。在教学实践中，由于种种原因，造成部分学生产生心理疲劳，影响教学任务全面顺畅的完成。本文根据体操课学生产生心理疲劳的原因，提出了一些预防手段，意在为完善器械体操的教学提供一定的理论参考。     

论体操技术的创新与竞赛规则的变革

体操技术创新与竞赛规则的辩证关系决定了在动作技术的创新方面既要遵循规则 ,又要大胆地超越规则 ,从而促进体操竞技者们不断地去追求、探索 ,创造更多的难、新动作     

上步掷枪--一种简单易学的投掷技术

从目前高校学生身体素质的实际情况出发 ,就投掷标枪中较为关键的环节——投掷步教学进行了阐述 ,并详细探讨了这一环节中的上步掷枪技术的具体步骤。     

对影响我国艺术体操运动员器械技术主要因素的探讨

艺术体操属技能类表现难美性的运动项目,其复杂多变的器械动作与身体动作紧密结合已成为艺术体操区别于其他体育项目的显著特征,然而我国运动员的器械技术与世界高水平运动员还存在一定的差距.通过文献资料和问卷调查等方法,对影响我国艺术体操运动员器械技术主要因素进行探讨.研究表明器械技术训练缺乏科学化、系统化;片面的训练指导思想;基本技术训练不规范等问题是影响我国艺术体操运动员器械技术的主要因素.     

为提高中学生物理实验能力搭好台——浅谈中学物理实验室建设中实验员的工作开展

中学实验室的主要任务是搞好实验教学工作.作为一名实验员,在开展实验教学工作的同时,还要不断深入地进行实验教学的研究工作,提高实验效果,从而促进课堂教学质量的提高,并且重视实验室的“软环境”建设.     

仪器分析实验内容设计及实验数据质量评价

本文阐述了仪器分析实验内容设计、教学方法及实验数据评价等内容的改革,根据学科的发展,提出仪器分析实验的整合设想.     

瓣鳃纲贝类摄食器官组织学研究进展

滤食是瓣鳃纲贝类主要的摄食方式,鳃、外套膜、唇瓣等器官不仅具有摄食同时还具有防御功能,本文就瓣鳃纲贝类摄食器官组织学研究的意义、方法以及现状进行了探讨.     

设备最大使用效益的探索与实践

仪器设备使用效益一直是高校关注的重要问题之一。该文提出了实验室规划先行、做好设备购前调研与论证、构建实验共享平台、开放实验室等提高设备使用效益的措施。     

Producing curious affects: visual methodology as an affecting and conflictual wunderkammer

Digital video cameras, smartphones, internet and iPads are increasingly used as visual research methods with the purpose of creating an affective corpus of data. Such visual methods are often combined with interviews or observations. Not only are visual methods part of the used research methods, the visual products are used as requisites in interviews when interviewees are watching the recordings and share their reflections on these. The purpose of this article is to critically interrogate how such research apparatus, on the one hand, privilege a visual sense and, on the other hand, how the visual may turn into a multisensory knowledge situation, in which tense situations, un/expected and perhaps conflicting senses and un/comfortable affects are evoked. The article takes its point of departure in our analysis of a research apparatus we invented and used in the research project Schooling identities. In this project, 60 pupil review conversations with 13–15-year-old pupils were videotaped with the purpose of exploring the management of self-management. In 20 follow-up interviews with the pupils, the videos were played on an old television and used as memory triggers and initiators of reflection upon the affective experience of their own pupils’ review conversation. We argue that methods can be analytically scrutinised as affective “wunderkammers”, in which different realities are juxtaposed. In so doing, our ways of experiencing research and processes of subjectification are affected and complicated. We interrogate the intensification of this “wunderkammer” and the particularity of it, when a television is part of the apparatus. As Lisa Blackman reminds us, television may be a technology of intimacy, a medium of telepresence which makes certain mental touch and affective transfer processes such as empathy and suggestion possible. During the television-watching, the peer-review conversations were not only represented or memorised but the very experience of the conversation, the people and the tasks involved were revitalised. In the interviews, former lived reality, videotaped reality and presence were conflated. These moments of a new reality affected both pupils and ourselves as researchers intensely. The television-initiated loops of reflection worked as an affective and inventive trigger creating an intense situation. It may also affect the everyday life of school.