浅谈田径教学中存在的问题及对策

采用问卷调查方法，对湖南普通高校田径教学的现状存进行调查分析，针对当前普通高校田径课所面临的困境和体育课给田径所带来的冲击，从几个方面进行了分析，提出了对田径课程教学改革的设想，田径课教学应充分发挥学生的健身作用，改进教学方法，激励学生加入到田径运动中来，使田径教学在健身教育中发挥更大作用。     

Classifying Data Sets Using Support Vector Machines Based on Geometric Distance

Support vector machines (SVMs) are not as favored for large-scale data mining as for pattern recognition and machine learning because the training complexity of SVMs is highly dependent on the size of data set. This paper presents a geometric distance-based SVM (GDB-SVM). It takes the distance between a point and classified hyperplane as classification rule, and is designed on the basis of theoretical analysis and geometric intuition. Experimental code is derived from LibSVM with Microsoft Visual C 6.0 as system of translating and editing. Four predicted results of five of GDB-SVM are better than those of the method of one against all (OAA). Three predicted results of five of GDB-SVM are better than those of the method of one against one (OAO). Experiments on real data sets show that GDB-SVM is not only superior to the methods of OAA and OAO, but highly scalable for large data sets while generating high classification accuracy.     

创新人才的基本素质及其培养途径探析

本文着重从研究创新人才的基本素质入手，分析了当前制约创新人才培养的因素，探讨了高校创新人才培养的基本途径。     

Open Queueing Network Model of Shanghai Public Transportation ProblemPeng

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The biggest extension of rights in Europe? Needs,rights and children with additional support needs in Scotland

ABSTRACT

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience.     

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

This article focuses on a phenomenological study of trainee/educational psychologists’ lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In‐depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material. Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and in‐service training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature.     

乡村振兴战略背景下山东田园综合体发展路径研究

近年来,我国大力推进乡村振兴战略,力求提高乡村经济发展水平,缩短城乡经济差距,改善农村广大民众的生产生活质量。在乡村振兴战略下,促进田园综合体的形成与发展,也已成为农村地区实现绿色可持续发展的关键点。为此,在乡村振兴战略背景下,以山东为例,对山东田园综合体的发展路径进行深入研究,以期能够为其他地区的田园综合体形成与发展提供一定的借鉴。     

贫困高中学生社会支持与心理健康调查研究

选用获学校贫困补助的学生57名为研究组，相对应的52名非贫困生为对照组，采用症状自评量表（SCL－90）、社会支持评定理表和自编教师评价问卷对贫困高中学生心理健康状况和社会支持状况进行调查，为高中贫困学生心理卫生工作提供科学依据。结果：1）贫困生SCL－90量表测量的总分、躯体化水平、强迫症状、人际敏感、抑郁、偏执、精神病性、其他各因子分显高于非贫困生；2）社会支持评定量表的主观支持和支持利用度评分贫困生普遍得分低于非贫困生；3）贫困生社会支持量表评分与SCL－90各因子负相关。结论：1）高中贫困学生心理健康问题值得学校心理卫生工作关注；2）应提高贫困学生对社会支持的感受性和对支持源的利用。     

混合式学习系统的设计、开发和应用

按照国内远程教育的基本需求,本文首先提出融合传统远程教育和网络教学各自优点的混合式学习模式,并介绍了混合的过程阶段、主要类型和策略.显然,远程教育中的学习系统设计需要与远程教育过程保持一致性,因此,我们进一步设计和开发了混合式学习系统解决方案,该系统包括教务管理系统、网络学习平台、教学资源系统、虚拟社区系统、学习评估系统和质量管理系统等六大部分.最后,我们以网络学习平台为例,给出了混合式学习的设计过程方法,并通过数据分析总结了其在实践中的应用效果.