皮褶厚度法间接测定中国人身体脂肪含量公式的初步建立

以不同年龄、不同性别的一般人群为实验对象,分别采用皮褶法和水下称重法测定身体脂肪含量。结果发现,采用国外皮褶公式求得的体脂含量与经典水下称重法相比有显著性差异。实验表明,测定我国人群的脂肪含量不宜直接套用国外皮褶公式。实验以水下称重法为标准,采用逐步回归初步建立了适合我国人的皮褶厚度推算身体脂肪含量的回归方程     

改革教学内容，转变教学思想——谈计算机基础课教学诸问题

计算机技术的发展,对高等学校的计算机基础教学提出了许多课题。章首先讨论计算机基础课的教学方法,提出感性和理性教学法的观念。然后讨论改革教学内容,从单一模式转变到多层次、复合模式的问题。最后谈一谈引入现代教学手段的必要性。     

对篮球意识的理论分析

本文采用文献研究法,从篮球意识的概念、内容、影响因素、评价及如何培养等方面,对篮球意识进行了分析探讨。     

我国钢筋混凝土结构中安全度和教学内容改革探讨

随着我国经济建设的高速发展,对钢筋混凝土结构设计的要求越来越高,结构安全度的问题应引起高度重视。     

也谈范德瓦耳斯状态方程中修正项的物理意义

通过分析实际气体的第二维里系数,系统地阐述了范德瓦耳斯状态方程中修正项的物理意义     

《微机控制技术》课程的教学探讨

通过对机械专业《微机控制技术》课程教学情况进行分析,从课程内容安排、讲课形式与方法以及教学计划与教学要求等几方面,就改进与提高敦学质量的措施和方案进行了探讨。     

夸美纽斯泛智教育思想及当代启示

夸美纽斯是17世纪著名的资产阶级民主主义教育家,西方教育理论的奠基者,被誉为教育史上的"哥白尼"。他的泛智教育思想注重身、心的共同发展,对世界教育的发展具有极其重要的意义。通过分析研究他的泛智教育思想,可以为我国现代教育的发展提供启示与借鉴。     

Hall of Mirrors: The Dilemmas of Presenting Information Technology Culture Through Information Technology Interactives and Artifacts

This paper examines how the problem of exhibiting computing artifacts was confronted by the development team of the Powerhouse Museum's new computing exhibition: Universal Machine. Universal Machine uses a mix of objects, activity trails and computer-based audiovisual and interactive technologies to take visitors on a journey through the origins, meaning and impact of contemporary information technology. It explores the interpretive partnerships developed between objects, new and traditional media, as well as the ways in which experience-based and multiple intelligence education theory informed design and content development.     

“法自然”应成为汉字书法教学的重要内容

汉字的产生到汉字的书法,是一个从具象到抽象,又从抽象到具象的过程。汉字书法艺术是借汉字的具象与抽象的完美结合,作了抽象中赋予具象的艺术再创造。因此,汉字书法教学应把“法自然”作为重要内容。介绍一种符合黄金律和主从律的书法教学格式———黄金九宫格     

Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study

Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial.