"以心为乐":李渔的养生美学观

李渔把“以心为乐”作为他养生的美学观,这既是李渔人生观的一种表现,又是他修心养性的方法。“以心为乐”的养生美学观中,包含着中国文化中许多传统的哲学思想,李渔既延承着前人的思想,又融会贯通,将自己的生活经验掺和其中,因此形成了他独特的养生方法。     

运动记忆规律在游泳教学中的运用策略

针对游泳教学的特点在技术学习的泛化、分化、巩固和自动化过程采用不同的策略,对提高游泳教学效率、提高学生的游泳能力起到重要的作用。     

多媒体在武术难度动作创新中的实用性研究

运用多媒体技术辅助教练员和运动员创编竞技武术套路高质量难新动作,辅助运动员加快完成目标动作的定型过程,对创新难度动作在训练中出现的问题进行及时的目标反馈、重构和完善,提高了创编的效率,减少了运动员在创新难度动作的探索阶段中不必要的损伤。     

高校数字资产的形成与管理策略

指出高校师生员工在教学、科研、管理等活动中产生的数字化文件和文献是高校重要的资产。论述高校数字资产的基本概念,分析其内涵、特征及分类。从高校数字资源信息化、知识化、数据化和档案化角度解析高校数字资源向数字资产的形成过程。从高校数字资源资产化管理的主要内容--内容管理、知识产权管理、资产化过程管理三个方面论述高校数字知识资产的管理策略。     

When Librarians Hit the Books: Uses of and Attitudes Toward E-Books

Librarians offer a unique perspective on e-books: on one hand they collect these resources and train users as part of their jobs, while on the other hand, they may be users of e-books themselves. With recent increases in research expectations for Canadian academic librarians, this study aimed to discover: when librarians do research, do they use e-books and how often are they using them? This study examines the results of a survey of 392 academic librarians from across Canada. The survey generated data on librarians' use of, and attitudes towards, e-books. While a number of studies examine the use and opinions of e-books among other user groups, this study examines how librarians search for or use e-books differently than other user groups. Results will help librarians to improve their liaison work and make more informed collection development decisions at their own institutions.     

大数据时代信息分析的关键问题、挑战与对策

[目的/意义] 信息分析是情报研究的核心环节,大数据时代为信息分析提供了更多的信息资源保障和技术支持,促使信息分析产生重大的革新。[方法/过程] 通过网络调查与文献资料收集,对国内外信息分析研究现状进行分析,总结当前大数据信息分析领域存在的5个关键问题,提出大数据时代信息分析的4个主要挑战。[结果/结论] 针对大数据环境下信息分析存在的问题和挑战,提出5方面的对策建议,宏观上对大数据时代的信息分析进行系统地梳理,从顶层设计的角度统领大数据时代的信息分析。     

Reimaging Public Libraries as Learning Communities: What Library Stories Can Tell Us

This article describes a study conducted in York County, Pennsylvania, on its countywide library system framed within the context of the statewide “Reimaging Libraries” Get Storied initiative, developed and marketed by organizational story consultant, Michael Margolis. Understood as an essential aspect of culture re-imaging and change, narratives were collected from library personnel by undergraduate students at Pennsylvania State University-York as part of a service-learning initiative (directed by the first author). Working closely with the library district consultant (second author), we assess the success of the initiative and make some recommendations for culture reimaging through the practice of storytelling.     

基于OBE理念的二外日语混合式教学改革与实践

为了培养具有创新思维和能力的复合型外语类高素质应用型人才,基于OBE理念采用混合式教学模式,提出课堂、作业、考核等方面的改革措施,对英语专业二外日语教学进行改革,取得了较好的教学效果,实现了教学效果和学生学习积极性的同步提高。     

周恩来对知识分子工人阶级属性的认定和坚持

周恩来是中国共产党内始终认定并坚持知识分子工人阶级属性的典范。他不仅在建国前夕就已认定知识分子"是工人阶级的一部分","工人和职员都是工人阶级",而且在1956年的知识分子问题会议上代表党中央郑重宣布知识分子的"绝大部分已经成为国家工作人员,已经为社会主义服务,已经是工人阶级的一部分","知识分子已经成为我们国家的各方面生活中的重要因素"。对知识分子的这种定性定位,为中国共产党在社会主义时期制定并实行正确的知识分子政策莫定了坚实的理论基础。尽管后来由于种种复杂的原因,党对知识分子阶级属性的认识发生扭曲,知识分子政策也随之发生严重失误,但周恩来依然坚持知识分子工人阶级属性的正确观点,千方百计地保护知识分子,并抓住一切有利时机,努力为知识分子"正名",重申知识分子的工人阶级属性,为从根本上解决知识分子问题创造条件。周恩来在知识分子工人阶级属性问题上的坚持和努力,不仅充分展现了他的坚定的马克思主义者的伟大风范,而且在一定时期、一定范围内避免了党的知识分子政策的更大失误。     

Judgment‐Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof

The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state educational agencies regarding past and ongoing involvement of teachers in scoring‐related activities as of 2001, and interviews with educators who served a decade or more ago for one state's innovative performance assessment program. That evidence reveals that the impact of scoring experience on teachers is more provisional and nuanced than has been suggested. The author identifies possible issues and implications associated with attempts to distill meaningful skills and knowledge from hand‐scoring training and practice, along with other forms of teacher involvement in assessment development and implementation. The paper concludes with a series of research questions that—based on current and proposed practice for the coming decade—seem to the author to require the most immediate attention.