古代汉语文选任务设计

任务驱动是将新知识隐含在一个或多个任务之中,通过教师的指导,学生的分析、讨论,找出解决问题的方法,培养学生自主学习的能力。但以往任务驱动教学法的使用中存在着一些缺陷和不足。能力、兴趣、反应速度各有差异的同一班学生对同一任务反应各不相同,设计的任务成了现实操作中的"瓶颈",要解决这些问题,让任务驱动法更好地为教学服务,很重要的一点就是设置具有可操作性、合理的任务。     

项目化任务驱动在数据库课程教学中的应用

"项目化任务驱动"教学法是一种建立在建构主义教学理论基础上,选取企业完整的典型项目作为课程载体,项目贯穿教学全过程,教学过程即为项目开发过程的教学法。文章以数据库程序设计课程教学为例,论述"项目化任务驱动教学法"在数据库课程教学中的应用与实施过程。     

任务小组法在中小型图书馆人力资源管理中的应用实践

针对知识服务环境下人员紧缺的中小型图书馆如何去完成各种各样的创新任务、临时任务以及实现定岗定编条件下图书馆人力资源的合理流动和培养,文章提出了任务小组法的管理理念,并从任务小组法的内涵、原因和优缺点、应用前提以及在南方医科大学图书馆的实践等方面介绍了任务小组法在中小型图书馆的应用。     

The use of specially designed tasks to enhance student interest in the cadaver dissection laboratory

Cadaver dissection is a key component of anatomy education. Unfortunately, students sometimes regard the process of dissection as uninteresting or stressful. To make laboratory time more interesting and to encourage discussion and collaborative learning among medical students, specially designed tasks were assigned to students throughout dissection. Student response and the effects of the tasks on examination scores were analyzed. The subjects of this study were 154 medical students who attended the dissection laboratory in 2009. Four tasks were given to teams of seven to eight students over the course of 2 weeks of lower limb dissection. The tasks were designed such that the answers could not be obtained by referencing books or searching the Internet, but rather through careful observation of the cadavers and discussion among team members. Questionnaires were administered. The majority of students agreed that the tasks were interesting (68.0%), encouraged team discussion (76.8%), and facilitated their understanding of anatomy (72.8%). However, they did not prefer that additional tasks be assigned during the other laboratory sessions. When examination scores of those who responded positively were compared with those who responded neutrally or negatively, no statistically significant differences could be found. In conclusion, the specially designed tasks assigned to students in the cadaver dissection laboratory encouraged team discussion and collaborative learning, and thereby generated interest in laboratory work. However, knowledge acquisition was not improved.     

本科英语专业应用型T-T翻译教学模式建构

以大学本科英语专业人才培养目标和市场需求为导向,将功能派文本类型理论和任务型教学法应用于翻译教学中,提出一种全新的以文本类型（Text-types）为内容划分的任务型（Task-based）翻译教学模式,简称应用型T-T翻译教学模式.该教学模式以文本为翻译单位,以任务为翻译形式,实用性和实践性并重.     

《应用写作》课程教学改革的探索与体会

文章总结了《应用写作》教学工作中由于教学理念的转变,教学模式的探索带来的变化。主要谈到了在使用"任务驱动法"过程当中任务设计的需要遵守的三个原则和教学过程中要注意的两个问题。     

Using Cognitive Flexibility Hypertext to Develop Sexual Harassment Cases

Abstract

The use of cognitive flexibility theory as a theoretical framework for designing hypertext has been found to be beneficial for learning in ill-structured domains. However, little is known of what role the learning task plays in the effectiveness of this approach. The present study examined the relationship between task, navigation, and learning transfer when utilizing a cognitive flexibility hypertext about sexual harassment with 34 graduate management students. Due to the nature of the topic, the effects of the task on student attitudes were also studied. The conclusions of the study were that there were no significant differences for the navigational choices or transfer scores, but there did appear to be a relationship between task and changing students' attitudes towards the topic.     

Identification of Learning Processes by Means of Computer Graphics

Using the example of an undergraduate unit of study that is taught both on-campus and externally, but uses Internet-based learning in both cases, we explore how social media might be used effectively in higher education. We place into question the assumption that such technologies necessarily engage students in constructivist learning; we argue that the affordances of social media must be complemented by social affordances, designed into the learning experience, which thereby generate the necessary connection between students’ motivations to study and their motivations to exploit social media. We demonstrate, via the example given, how assessment structures and strategies are the most effective focus when attempting to create the pedagogical affordances that might lead to collaborative learning.     

信息化下任务驱动教学法在高校体育教学中的应用

信息化下的任务驱动法是以解决问题和完成既定任务为目标的多维互动式教学理念。高校体育教学中应用任务驱动法和网络信息教学的结合能够有效调动学生学习积极性,提高教学质量。     

Effect of speed on local dynamic stability of locomotion under different task constraints in running

Abstract

A number of studies have investigated effects of speed on local dynamic stability of walking, although this relationship has been rarely investigated under changing task constraints, such as during forward and backward running. To rectify this gap in the literature, the aim of this study was to investigate the effect of running speed on local dynamic stability of forward and backward running on a treadmill. Fifteen healthy male participants took part in this study. Participants ran in forward and backward directions at speeds of 80%, 100% and 120% of their preferred running speed. The three-dimensional motion of a C7 marker was recorded using a motion capture system. Local dynamic stability of the marker was quantified using short- and long-term largest finite-time Lyapunov exponents (LyE). Results showed that short-term largest finite-time LyE values increased with participant speed meaning that local dynamic stability decreased with increasing speed. Long-term largest finite-time LyEs, however, remained unaffected as speed increased. Results of this study indicated that, as in walking, slow running is more stable than fast running. These findings improve understanding of how stability is regulated when constraints on the speed of movements is altered. Implications for the design of rehabilitation or sport practice programmes suggest how task constraints could be manipulated to facilitate adaptations in locomotion stability during athletic training.