工科非电专业电工学教考模式的几点思考

电工学是工科院校非常重要的一门技术基础课,本文基于不同专业对电工学教学的要求,从内容设置、教学模式及考核模式几个方面进行了一些思考,并针对不同专业提出了案例教学的实例,以期能够把基础课的教学与专业方向紧密联系起来,用生动的教学方式激发学生学习这门课程的积极性。     

大学生运动员比赛心理焦虑的差异及因素研究

探讨大学生运动员比赛焦虑产生的相关因素,预测运动员的竞技水平,并作适当的心理调整,保证运动员发挥最佳的竞赛状态,取得最好成绩。方法：选择参加沈阳市大学生运动会的356名大学生运动员参加试验,按照EPQ的L量表得分,排除了46名具有掩饰倾向的学生,最后获得有效样本310名运动员的测试记录,其中男164人,女156人。年龄在20~24之间,平均为21.56±1.32岁。样本资料的学生来自沈阳市内各高校的学生,有重点大学、普通本科、专科院校共24所。结果：从本组数据看,大学生运动员在比赛中的焦虑水平在整体上显现出偏高的态势,比普通大学生的心理状态要好许多。大学生运动员在比赛焦虑强度存在着人格特质的差异、性别的差异,运动员之间还具有心理健康程度、比赛焦虑强度等因素的差异,进一步证明了运动能力知觉和期望水平是比赛焦虑的重要影响因素,也是预测运动能力的有效因子。     

运动水平和特质焦虑水平对 负性词注意偏向的影响

运用文献资料法、实验法和数理统计法,探讨运动水平、特质焦虑水平对个体负性词注意偏向的影响。依据特质焦虑和运动水平,将受试者分为4组,每组10人,运用2（运动水平）× 2（特质焦虑水平）的多因素组间实验设计方法开展研究。研究结果表明：①高特质焦虑个体存在对负性词的注意偏向,且低运动水平的个体表现更明显;②高特质焦虑个体对负性词存在注意定向偏向和注意固着。以为运动员赛前注意训练提供理论依据。     

大运动量训练时自由式摔跤运动员应激激素变化的探讨

观察了大运动量训练期8名自由式摔跤运动员应激激素、焦虑水平及主观强度感的变化。研究过程中,每周安排11次大运动量训练,共进行2次实验,每次3个取样点(运动前、即刻和次日晨)。结果显示,两次取样时期次日晨ACTH水平较运动后即刻明显降低;C水平在第二次取样运动后即刻水平和次日晨水平明显高于运动前的,并且该时期运动后即刻C水平也明显高于第一次取样时期运动后即刻水平;E水平在第二次取样运动后即刻水平明显高于第一次取样运动后即刻的,且次日晨该激素水平也明显高于第一次取样次日晨的;血浆β-END水平在第二次取样运动后即刻水平明显高于运动前,也高于第一次取样运动后即刻,第二次取样次日晨该激素水平均低于运动前和运动后即刻水平,同时低于第一次取样次日晨的;血清NE水平变化与β-END水平变化类似;而RPE等级和焦虑水平在两次测试中呈现出运动后即刻水平高于运动前和次日晨的趋势,但不明显;RPE等级与诸多应激激素之间存在着弱相关关系。这预示着,在运动员身体机能评定工作中欲采用简单易行的显示身体机能的外部指标来表现不易测到的内部变化还需努力。     

高校优秀篮球运动员赛前焦虑的影响因素及其控制

通过对高水平篮球运动员问卷调查,从躯体焦虑、认知焦虑、自信心3个维度分析影响其赛前焦虑的因素,可采取目标设置训练、放松训练、注意控制训练、模拟训练、自信心训练等措施来控制赛前焦虑的影响。     

我国青少年武术散打运动员赛前多维焦虑的研究

采用马腾斯的运动竞赛状态焦虑量表的中国修订本,对参加全国青少年武术散打锦标赛的运动员进行了不同场次的问卷调查。研究结果表明,认知状态焦虑,躯体状态焦虑随比赛的深入进行焦虑水平下降,状态自信心的水平不断升高。躯体状态焦虑处于中等焦虑水平时,成绩较好。状态自信心越高,比赛成绩越好。     

Religion in Chinese education: from denial to cooperation†

In China, from the founding of the People's Republic of China to the beginning of the Cultural Revolution, it was thought that religion would disappear with the development of society and the freedom not to believe in religion was stressed. During the Cultural Revolution religion became the object of oppression. However, from the end of the Cultural Revolution in the late 1970s to date, the long‐term existence of religion came to be accepted. Searching for cooperation between socialism and religion, ways in which religion could effectively contribute to modernisation began to be put forward. In comparison with the previous situation, the current period is marked by a much more tolerant policy. If one looks at religion in education, first, at the level of legal codes, the separation of public education and religion is extolled based on the rule of separation of religion and state. And, it is clearly forbidden to engage in activities that use religion to interfere with educational activities. This applies to ethnic minorities as well. Second, be this as it may, religion is touched upon at all levels of education. For example, at the level of high school education, the distribution of the three major world religions is explained and many other religions are introduced. Moreover, the culture and customs of some religions are introduced. In higher education, in universities and graduate schools, the Religious Studies major has been created for the training of those in charge of regulating religions as well as scholars. Third, several of the religions recognised by the Chinese government have developed institutions to train personnel. Furthermore, some of these institutions are working in cooperation with institutions of higher education to offer programmes of study. In this way, especially following the end of the Cultural Revolution, cooperation between socialism and religion was sought. And, coexistence with ethnic minority groups, which believe in a number of different religions, was considered. And yet, within school education, the treatment of religion is strictly limited. Only education that aims at a basic knowledge of religion is conducted. There are significant national differences in the relationship between education and religion. It would be fruitful for China to reconsider this relationship, taking account of developments in other countries, in the present situation where the Chinese government has a more tolerant policy towards religion.     

Mindfulness,coping self-efficacy and foreign language anxiety: a mediation analysis

This study sought to explore the relationship between mindfulness, coping self-efficacy (CSE) and foreign language anxiety (FLA) among a sample of 295 Iranian English as a foreign language (EFL) learners. Further, the capacity of CSE in mediating the relationship between mindfulness and FLA was tested. The participants were administered self-reported questionnaires. Structural equation modelling (SEM) was utilised. The results of SEM analysis showed that higher levels of mindfulness were associated with lower levels of FLA and greater CSE. In addition, it was found that CSE could partially mediate the relationship between mindfulness and FLA. Implications are discussed.     

Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-concept

The present study builds on two strands of research: (1) the recently established generalized internal/external frame of reference (GI/E) model assuming social (comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes in the formation of motivational constructs and self-perceptions, and (2) research on domain-specific facets of test anxiety. Using a sample of 5135 German seventh grade students, it is tested whether and how both comparison processes are involved in the formation of domain-specific facets of test anxiety when considering both the emotionality and worry components of test anxiety, and whether the relation between achievement and test anxiety is mediated through academic self-concept. When applying the GI/E model to test anxiety, the results showed negative relations between achievement and test anxiety within math and verbal (German) domains, but partially positive relations across domains. This pattern of relations emerged for both the worry and emotionality components while stronger achievement relations were found for worry. These findings indicate that dimensional achievement comparison processes operate in the formation of domain-specific test anxiety. Domain-specific academic self-concepts were found to mediate the relations between achievement and test anxiety within and across domains, the mediation being stronger for worry than for emotionality as an outcome. Boys and girls did not differ regarding direct and indirect relations among constructs. Implications for research on dimensional comparison processes and test anxiety are discussed.     

“Crossing the Rubicon”: Understanding Chinese EFL students’ volitional process underlying in-class participation with the theory of planned behaviour

An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students’ in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign language classroom anxiety and face-saving) frequently discussed in the literature about Chinese EFL classroom dynamics. A total of 199 Chinese students enrolled in a Sino-American international branch campus were surveyed. The results of a partial least squares (PLS) path modelling analysis revealed that attitudes, subjective norms, perceived behavioural control/self-efficacy, and face-saving explained 46% of the variance in intentions to participate in English in class. Perceived behavioural control/self-efficacy fully mediated the negative indirect effect of foreign language classroom anxiety on intentions. Pedagogical implications and future directions are discussed for implementation purposes.