对高校开设心理素质拓展课程的实效研究

心理素质是个体综合素质的重要内容,也是一个人成功的基本素质。当代大学生整体素质的高低将直接影响中国经济和社会的发展水平,素质拓展训练以其丰富的形式和深刻的内涵,寓教于乐的功能,逐渐被越来越多的院校重视。本文从实效角度入手分析开展此项课程过程及结果,为推动素质教育的实施,促进大学生的全面发展提供了科学参考。     

心理训练对体育专业大学生心理健康水平的影响

运用心理训练和心理测量，对体育专业大学生进行心理健康训练。研究显示：实验组各因子均分别有所下降，在躯体化、人际关系、焦虑、敌对方面有显著性差异；而在心理健康、专业有成就、创造能力、在新环境中的成长能力等方面并无显著性差异。结果表明：心理训练对大学生的心理健康水平具有短期影响作用，而对人格的改变未能产生直接的影响。     

对少年足球运动员教学与训练中心理活动特点的探讨

本文对少年足球运动员在教学与训练中的心理活动特点进行了探讨与分析，并提出了切合实际的训练方法。     

自闭症幼儿的体育干预实验案例研究

号称“百慕大三角”、“特殊儿童之王”的自闭症是一种由大脑、神经以及基因的病变所引起的综合症,集人际关系隔离、语言困难及行为障碍等于一身。对有关自闭症干预文献进行了系统的整理与分析,发现存在很多不足,试图通过实验对体育干预的效果进行检验。实验研究的设计:采用单因素组间多基线设计,将筛选好的8名被试随机分配到实验组和对照组;自变量:体育干预(体育游戏主要指动作模仿、感觉统合训练、按摩、远足旅行与一定量专项练习等);因变量:幼儿自闭症发展程度。结果表明,体育干预可以作为现行自闭症幼儿早期干预的辅助方法。     

‘Building brighter futures for all our children’– a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007 ) and Aiming High ( HM Treasury/DfES, 2007 ), and the strong emphasis on earlier intervention and a range of new services to facilitate better partnership with parents (including those from socially disadvantaged backgrounds). Note: In using the term ‘disabled children’, the author is using the broad definition of disability within the Disability Discrimination Acts (DDA) 1995 and 2005. The DDA definition includes the majority of children with identified and significant levels of SEN.     

Family‐centred practice: collaboration,competency and evidence

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.     

Omani girls’ conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention

This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls’ attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was conducted before and after the intervention with 16 participants (eight from the experimental group; eight from the control group). Analysis of quantitative data in the post-intervention round revealed statistically significant differences between the two groups in attitudes towards gender equality in favour of the experimental group. Similarly, the analysis of qualitative data from the post-intervention round showed that the experimental group differed significantly from the control group in its attitudes towards women’s roles and gender equality. The paper concludes by emphasising the critical role that education can play in challenging and transforming prejudicial and discriminatory attitudes.     

Application of a lexical-semantic intervention programme for students with Specific Language Impairment / Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.     

中国地区能源强度缺口研究

利用DEA-SBM模型测度地区间能源强度缺口,并研究其决定因素。结果发现,2003—2014年间,我国地区能源强度缺口逐年缩小,其原因是技术水平、经济水平、产业结构对地区能源强度缺口具有缩小作用,而要素禀赋、政府支出对地区能源强度缺口具有扩大作用。为了实现能源强度的最优化,国家"十三五"期间应采取"提升东部产业结构,减少中部政府干预,提升西部技术水平"的区域性措施。     

关于中医医师情报吸收机理的研究

文章运用了中医学理论和情报学理论结合心理学和思维学理论，从感知、注意、思维等层面。对中医医生情报吸收机理进行了初步探讨和研究。