集体项目和个人项目运动员自信心的比较研究

对集体项目和个人运动项目进行比较，分析运动员自信心的差异及影响运动员自信心的主观和客观因素，对造成运动员自信心差异的因素进行分析讨论，论证了运动项目的差异是不同项目运动员自信心差异的主要来源，运动项目和性别、训练年限的交互作用也是造成运动员自信心差异的主要原因，并详细分析运动员在特质自信和状态自信的差异及来源。     

德育视野下高职生的自信心培养

由于社会、学校及家庭等外部因素的影响和高职生自我认识的偏差,高职院校中不少学生存在自信心不足的状况.全文在调查分析的基础上,从德育的视角提出了调整自我认识、改善外部环境、增强个体素质等方面的应对之策.     

植物多样性的分子生物学研究方法

植物多样性是生物多样性的基础，它的保护和可持续利用是维持全球经济健康发展、全球气候稳定的重要因素之一，也是保持我们赖以生存环境的重要内容。对植物多样性的分子生物学研究方法进行了综述，并着重介绍了分子标记的最新进展及其在植物多样性研究中的广泛应用。     

“局域”的阐释力空间——发现中国当代文论话语生长点的一种途径

文学理论的阐释功能以及西方文论对中国文学的阐释力是引发当今中国学界思考最多的问题域,因此中国当代文论自身的话语建构也可在阐释的命题下寻找出路。在认识到西方文论具有局域性的前提下,对西方文论在中国的研究史及其作为阐释工具在中国的批评实践史进行梳理,是发现中国当代文论话语生长点、实现本土理论的原创性知识生产、并最终向文化自信目标迈进的方法之一。     

College Students’ Experiences with Diversity and Their Effects on Academic Self-Confidence,Social Agency,and Disposition toward Critical Thinking

The results of this study conducted at the University of Michigan (n = 289) indicate that students with more experiences with diversity, particularly enrollment in diversity courses and positive interactions with diverse peers, are more likely to score higher on academic self-confidence, social agency, and critical thinking disposition. In addition, the study provides evidence that diversity experiences may work together to foster development of certain aspects of self.The work reported herein is supported under the National Institute for Student Achievement, Curriculum and Assessment program, agreement number R305T990402-00, CFDA/Subprogram No: 84.305T, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The findings and opinions expressed in this report do not reflect the position or policies of OERI or the U.S. Department of Education.     

试论幼儿独立自主能力的培养策略

教师要锻炼幼儿从简单到复杂的技能,给予幼儿适当鼓励和肯定,培养幼儿的独立自主能力,为幼儿的成长成才奠定坚实的基础。要在游戏中培养幼儿的独立自主能力,在比赛中培养幼儿的独立自主能力,在科学活动中培养幼儿的独立自主能力,在家园合作中共同培养幼儿的独立自主能力。     

歌唱教学中自信心的培养

良好的歌唱自信心是歌唱者必备的素质，对于演员歌唱水平的正常发挥起着重要的作用。自信心的形成涉及成功经验的积累、周围环境的良性评价等诸多因素。研究教学语言，讲究教学方式方法以及指导学生做好心态的自我正确调整，是学生自信心养成的重要的基础工作。     

Tumor marker requests in a general teaching Turkish hospital

Serum tumor markers may be requested inappropriately by clinicians. In this retrospective study, we aimed to investigate the appropriateness of TM requests in our hospital. Patients in the study were identified from the TM requests for 3 months between June–August 2004, using the laboratory database. A total of 2249 patients (1351 men, 898 women) were included in the study and there were 6570 TM requests. The number of requests were 1050 (16%) for Carbohydrate Antigen 19-9, 993 (15.1%) for Cancer Antigen 125, 941 (14.3%) for Prostate Specific Antigen, 921 (14%) for free PSA, 925 (14.1%) for Cancer Antigen 15-3, 788 (12%) for Alphafetoprotein, 730 (11.1%) for Carcinoembryonic Antigen and 222 (3.4%) for AFP/Human Chorionic Gonadotrophin. Our findings support the idea that for the evidence-based use of TM requests the education of clinical staff is required. Clear clinical guidelines including recommendations about the appropriate use of TM can be useful for this education process. Careful audit studies are also useful to determine the impact of these guidelines on the practice of evidence-based laboratory medicine.     

新媒体环境下大学生文化自信培育策略

文化自信关系到文化的繁荣、国家的未来、民族的振兴。大学生是一个国家文化自信的优秀传承者。在当今新媒体飞速发展的背景下,应合理利用新媒体的独特优势,为培育大学生文化自信探寻有效策略。     

Embodied Cognition: Somatic Markers, Purposes and Emotional Orientations

We describe the “somatic marker hypothesis” proposed by Damasio (1996) to account for the ability of most people to make decisions quickly and continually in the course of their lives. We relate this hypothesis to two other theoretical constructs, emotional orientations and purposes, which we have used in our research on students' reasoning and teachers' decision making. Given that somatic markers are a part of unconscious mental activity, they cannot be observed by introspective reflection. How then can we research something we cannot see? Beginning with the hypothesis that somatic markers influence actions, we observe, particularly, the actions of student teachers, teachers and children in mathematics classrooms at points where they make decisions. This process is illustrated through examples both of teaching and learning in mathematics, and through the account (see Op't Eynde and Hannula, this issue) of ‘Frank’ reflecting on his decision-making in mathematical activity. We use the case of Frank to illustrate some differences between viewing mathematical activity from our perspective and from those of some other contributors to this special issue. The connections between emotional orientations, somatic markers and purposes are further illustrated by two examples drawn from our research into teacher development and students' reasoning processes.