理工科高校经济困难学生学业与职业自信养成探究

通过采用查阅现有文献和对在校大学生进行问卷调查的方式,分析当今理工科高校学生的心理现状和自信教育效果,梳理学校、家庭、社会对学生自信养成的推进和阻碍的双方面作用。学业自信培养是前提,职业自信养成是目的,二者之间存在着明显的递进和依存关系。“学专业、知专业、爱专业”对于理工科高校学生的学业和职业自信的养成具有决定性的基础作用。     

地方高师大学生的自信与心理健康关系初探

为师范大学生的心理保健工作及良好心理品质的培养提供科学依据,对培养合格教师具有重要意义。研究证明自信与心理健康有极显著的正相关;受未来职业待遇及社会偏见的影响,师范院校学生的心理健康水平低于其它院校学生;角色定位和社会期望的性别差异,男生的自信与心理健康水平低于女生。要提高师范大学生的自信及心理健康水平,必须从端正职业认识,坚定职业信念入手,同时进行职业技能训练以提高学生的社会适应能力。     

运动自信对不同等级运动员运动成绩的影响

目的:通过对不同等级运动员运动自信心与运动成绩关系的研究,探讨运动自信对不同运动等级运动员成绩的影响。方法:以参加2004年度全国各专项锦标赛的广东运动技术学院的692名运动员为研究对象,采用运动员自信心测量问卷对不同等级运动员进行运动自信心的测量,并将测量结果与运动员成绩进行相应的相关分析和回归分析。结果:运动自信与运动成绩之间存在相关关系(P<0.01),其中,技能掌握自信、技能演示自信与运动成绩之间存在较显著的正相关关系(P<0.001),对教练能力的信心和对比赛情景的自信与运动成绩之间存在显著的正相关关系(P<0.05);技能掌握自信、技能演示自信、对教练能力的信心和对比赛情景的自信均是运动成绩的重要预测因子。结论:运动员自信中技能掌握自信、技能演示自信、对教练能力的信心和对比赛情景的自信对运动成绩具有重要影响,因此在日常训练中应注意根据不同等级运动员,调整有关运动自信培养的工作重点。     

指数失效模型的Bayes分析及Bayes风险问题

针对指数失效模型研究了单参数指数分布的Bayes估计,确定了该分布的可信区间;同时,讨论了单参数指数分布与两参数指数分布的Bayes风险问题.     

谈高师声乐教学

本人在多年声乐教育教学实践中,不断的学习总结前辈和同仁的先进教学经验、新的教育理念.根据自己长期教育教学实践,在师范声乐教学方面进行了一定的探讨.在教学中根据学生的实际情况抓好基础知识和基本技能的训练,依据学生的具体情况采取有的放矢的教学措施,并把赏识教育贯穿在声乐教学之中,使声乐教学更成功.     

间歇性低氧训练及低氧训练时效性的研究现状

间歇性低氧训练（Interval hypoxic training,IHT）是一种利用低氧仪模拟高原训练的方法且已被证明对提高有氧代谢是有效的.本篇主要介绍了IHT后机体生理生化基础的变化以及低氧训练后训练效果的时效性,目的在于对间歇性低氧训练后有氧代谢能力改善的时效性研究提供有价值的资料.     

中老年2型糖尿病有氧运动干预的Meta分析

目的:检验间歇和持续有氧运动对中老年2型糖尿病患者的干预效果,从而提供较为科学合理的运动处方。方法:通过Web of science、PubMed/MEDLINE、Cochrane Library、EMBASE、SportDiscus、中国知网(CNKI)、万方等中外文数据库,检索有关间歇与持续有氧运动干预中老年2型糖尿病患者的随机对照试验研究,利用Review Manager 5.3统计软件进行计量分析,包括偏倚风险评估、异质性分析、合并效应与效应大小检验和敏感性分析。结果:1)共纳入9项研究,包括297名被试;2)间歇训练与持续训练能有效改善中老年2型糖尿病患者胰岛素抵抗、BMI、有氧适能和疲劳、幸福感等身心健康指标;3)两者在改善HbA1c%(P=0.04)、总胆固醇(P=0.00)、收缩压(P=0.00)和有氧适能(P=0.00)方面存在显著差异;4)15～30 min/次、3～5次/周,持续8～12周的中至高等强度间歇训练对糖化血红蛋白、收缩压和有氧适能的干预效应更优,而长于12周、5次/周、大于30 min/次的中等强度间歇训练对总胆固醇可以产生较好的干预效应。结论:间歇训...     

自行车运动员高强度间歇冲坡训练机体适应与恢复的研究

对8名自行车运动员一次高强度间歇冲坡训练课和高强度间歇冲坡训练周前后机能变化进行研究,探讨机体适应与恢复的规律,筛选评定训练负荷的有效指标。结果表明,高强度间歇冲坡训练后血乳酸、CK 显著升高;尿潜血由1人增加至6人;RBC、HGB、MCHC、MCH、HCT、WBC、LY 显著下降,虽经周末休息略有回升,但仍显著低于训练前水平。高强度间歇冲坡训练是提高自行车运动员耐乳酸能力训练的重要手段。高强度间歇冲坡训练后运动员机能反应强烈,应慎重使用,并加强训练监控和恢复措施。     

运动生化学在青少年短跑训练中的应用

对青少年运动员进行3个月有针对性的极量和亚极量的速度训练,在未加大力量练习的条件下,其短跑成绩逐步提高,技术动作稳步发展.说明运动生化原理在青少年短跑训练中应用价值极大.     

Teacher and school outcomes of the Physical Education and Physical Literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT

Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers’ provision of PE and PL opportunities within a cluster of suburban primary schools.

Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach’s role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers.

Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; ?3.5 min/lesson; β?=?1.69; SE?=?0.76; p?=?.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β?=?1.14, SE?=?0.58, p?=?.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p?<?.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school ‘culture’ of physical activity.

Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.