“三维一体”运训模式的构建与实践研究*

坚持现代体育“以人为本”的教育理念,彰显体育专业的实践特色,走教学与运训相结合的发展之路,做到课内与课外相结合,实训与竞赛相结合,校外与校内实践相结合,实现课堂教学、课外活动、社会实践有机的结合,培养与发展学生的专业技能和实践能力,是当前地方本科体育院系体育改革热的。研究立足于学生主体性的发挥,发展学生的个性、创造性、独立性和协作能力,构建新的运训模式,旨在全面提高体育专业的教学质量和人才培养质量。     

基于思维导图的“医学影像物理学”教学实践研究

“医学影像物理学”是医药院校医学影像学专业的一门专业基础课,学生普遍反映课程内容繁多且难以融会贯通。为提高“医学影像物理学”课程的教学质量,通过分析“医学影像物理学”的课程特点及学生特点,在中医药院校“医学影像物理学”的授课中应用思维导图法,融合引导式教学方法,分别从课前导学、章末总结、对比归纳学习易混淆概念等维度进行课程教学设计。结果表明,思维导图引导式教学模式,可以帮助学生提高自主学习积极性,锻炼知识整合和逻辑思维能力,学生对课程设计整体评价较高,对其他影像学专业课程教学具有一定的参考意义。     

Digital body preservation: Technique and applications

High-fidelity anatomical models can be produced with three-dimensional (3D) scanning techniques and as such be digitally preserved, archived, and subsequently rendered through various media. Here, a novel methodology—digital body preservation—is presented for combining and matching scan geometry with radiographic imaging. The technique encompasses joining layers of 3D surface scans in an anatomical correct spatial relationship. To do so, a computed tomography (CT) volume is used as template to join and merge different surface scan geometries by means of nonrigid registration into a single environment. In addition, the use and applicability of the generated 3D models in digital learning modalities is presented. Finally, as computational expense is usually the main bottleneck in extended 3D applications, the influence of mesh simplification in combination with texture mapping on the quality of 3D models was investigated. The physical fidelity of the simplified meshes was evaluated in relation to their resolution and with respect to key anatomical features. Large- and medium-scale features were well preserved despite extensive 3D mesh simplification. Subtle fine-scale features, particular in curved areas demonstrated the major limitation to extensive mesh size reduction. Depending on the local topography, workable mesh sizes ranging from 10% to 3% of the original size could be obtained, making them usable in various learning applications and environments.     

Effect of binocular disparity on learning anatomy with stereoscopic augmented reality visualization: A double center randomized controlled trial

Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η² = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.     

Instructional practices in secondary science: How teachers achieve local and standards-based success

This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success.     

基于Voronoi的微粒群优化的三维无线传感网络节点定位算法的研究

无线传感中的节点定位一直以来都是研究的热门,为了更好的解决三维无线传感空间中节点定位不准确的问题,本文在粒子群算法基础上引入Voronoi模型,将三维空间中的节点的定位问题归纳为目标函数的最优解,证明了Voronoi模型的赋权值边存在敏感点的定理,通过定理的应用获得了目标函数的最优解,有效解决了节点定位问题。仿真实验表明,本文的算法优于对比算法具有更好的健壮性,提高了定位精度。     

高密度电法勘探贵州煤矿采空区积水的制约因素分析

贵州因煤炭开采形成大面积的采空区,很多采空区积水水患灾害严重。高密度电法是贵州煤矿采空区积水勘探最常用方法,通过分析其制约因素,总结该种勘探技术方法的工程特征,对高密度电法在勘探贵州煤矿采空区积水有一定的指导意义。     

“多元化立体发展”的珠宝人才培养模式的建设与成效

本文主要探讨了“多个发展方向、多种培养方式、多个发展通道”的多元化立体发展的珠宝人才培养模式的建设,并论述了这一模式的成效。     

计算机辅助船舶设计系统研究

简要介绍计算机辅助船舶设计技术在国内外的发展,着重研究TRIBON、NUPAS-CADMATIC等常用系统。