I am sailing—towards a transactional analysis of ‘body techniques’

In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James' radical empiricism, Dewey's transactional understanding of experience and learning and Marcel Mauss' concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.     

Commentary on research into learning in physical education: towards a mature field of knowledge

In this commentary, I consider each of the papers in this special issue in regard to their contribution to a debate on the nature of learning in physical education (PE). I also discuss how we might take this aspiration further by moving beyond a ‘mere’ debate over learning theories to a knowledge building process in which knowledge claims are ‘tested’ against their compatibility (or non-compatibility) with other ‘knowings’. In this regard, I introduce the idea of vertical integration or compatibility as a consideration for building a more mature field of study of learning in PE.     

应用型高校大学生学习效能状况分析与对策

学习效能是影响大学生控制学习行为和增强学习自信的重要条件。本文结合应用型大学学生在学习能力、学习动力和学习情绪状况等多方面的特点,从多方面梳理应用型大学学生在增强学习效能方面所存在的问题,并在此基础上提出培养和提高应用型大学学生学习效能的对策,对于促进大学生的全面发展和我国实施人才强国战略具有重要意义。     

高职ESP（专门用途英语）需求调查及存在问题

通过问卷调查、个人访谈等方式,对高职学生ESP需求情况进行调查分析,以掌握目前高职学生ESP需求情况以及高职院校在ESP课程设置方面存在的问题,比如对ESP重视不够,ESP课程设置不够科学、合理,教学大纲的制定不够实际,以及缺乏统一规范的教材等。并提出一些可以满足高职学生ESP学习需求和对ESP课程设置和教学有所帮助的建议和对策。     

Improving aspect extraction by augmenting a frequency-based method with web-based similarity measures

Online review mining has been used to help manufacturers and service providers improve their products and services, and to provide valuable support for consumer decision making. Product aspect extraction is fundamental to online review mining. This research is aimed to improve the performance of aspect extraction from online consumer reviews. To this end, we augment a frequency-based extraction method with PMI-IR, which utilizes web search in measuring the semantic similarity between aspect candidates and target entities. In addition, we extend RCut, an algorithm originally developed for text classification, to learn the threshold for selecting candidate aspects. Experiment results with Chinese online reviews show that our proposed method not only outperforms the state of the art frequency-based method for aspect extraction but also generalizes across different product domains and various data sizes.     

科学家国际化识别研究

[目的/意义] 面向国内科学家国际化学术交流需求的步步逼近,研究建立中国科学家国际化识别的解决方案。[方法/过程] 分析人名唯一标识符的发展特征和研究者识别国际规范的发展趋势,基于ORCID研究提出中国科学家的国际化标识服务方案。[结果/结论] 创建中国科学家在线--iAuthor,提供中国科学家"全球学术身份证"标识服务,并嵌入科研工作流的投稿、文章发布、存储等环节。iAuthor目前注册用户已超过15 000人。大数据时代下不同系统的信息精确识别和互操作,将依赖于更多重要中间组件,例如国际唯一标识符。iAuthor建立的中国科学家国际标识符服务,将可能支持更多来源的信息资源在研究型图书馆实现融汇和互操作。     

基于团队合作学习的翻转课堂模式在预防医学教学中的操作实践性研究

为创新教学模式、推动大学教学改革,将翻转课堂这种新教学形式与团队合作学习方法结合起来,应用于大学医科预防医学教学中。通过对学生课后问卷调查结果的分析,对比了采用不同教学模式的班级在课堂满意度四个维度上的差异,同时讨论了上课人数的规模对课堂满意度的影响。该研究为翻转课堂在大班教学中的操作实践提供了一定的参考。     

基于网络计量学的网络课程评价方法研究

目前,对现有网络课程质量的评价多以问卷调查、访谈法、专家法等方式进行,但由于数据本身或获取的途径存在主观因素,因而难以准确、客观衡量学习者在网络课程中的学习绩效,其他评价方法(如,模糊评价、层次评价等)不易掌握,难以推广。然而,以客观数据作为量化依据的网络计量方法,为评价网络课提供了解决问题的新视角。基于此,首先在对现有网络课程评价中存在的问题进行分析之后,介绍了网络计量方法及常用工具;然后探讨运用网络计量方法评价网络课程的可行性,提出网络课程评价应以学习者学习绩效测量为核心;最后,初步构建基于网络计量方法的网络课程评价指标体系,该指标体系对视频公开课和MOOCs评价也具有借鉴意义。     

基于数据挖掘的学生投入模型与学习分析

学生投入是高等教育质量和学习成果的重要影响因素,对于高等教育评估与改革具有积极作用,受到了国内外研究者的广泛关注。文章以构建学生投入模型为基础,采用典型相关分析和数据挖掘方法相结合,识别学生投入的相关因素,并对学生学习行为进行分类研究。分析发现学生投入与学生家庭背景、学生入学前特征、学校特征及课程作业之间存在着显著相关关系,不同的学生投入及其学习行为表现有助于加深学校对学生学习行为的了解,更好地研究学习规律的新趋势,为审视高校以生为本、以学为中心的人才培养措施和多元性发展,提供了重要的参考与支持。     

Making It Fit: Reshaping Library Services and Spaces for Today's Students

University course assignments increasingly focus on group work and group projects to help students collaboratively discover more about their fields of study. The Thomas G. Carpenter Library realized the need to investigate means for reimagining itself to better accommodate today's researchers. The complex process of planning for the redesign of both services and space undertaken by the library is described and explained in this first of a planned series of articles.