AI for Science：智能化科学设施变革基础研究

近年来，人工智能（AI）在前沿科技领域取得了诸如AlphaFold2、核聚变智能控制、新冠药物设计等诸多令人瞩目成果，表明AI for Science正在成为一种新的研究范式。实现智能时代的基础科学源头创新及其下游重大技术创新，需破解2个方面的核心问题：（1）如何利用新一代AI（特别是生成式AI及大模型）的通用性和创造性推动新范式的形成；（2）如何利用AI实现对传统科学设施的赋能与改造。文章提出一种智能化科学设施的建设构想，兼顾“高度智能化的科学新设施”和“AI赋能已有科学大设施”2个层面的需求，构筑AI for Science的科学设施体系，形成科学领域大模型、生成式模拟与反演、自主智能无人实验及大规模可信科研协作等创新功能，加速重大科学发现、变革性物质合成，以及重大工程技术应用。     

广东省大型企业两类管理体制职工体育活动比较研究

通过问卷、访谈调查和理论分析等研究方法,对广东省大型企业职工体育活动两类管理体制:体育公司管理、工会管理进行比较研究。指出:企业成立体育公司,对职工体育实行企业化管理在体育人口比例、管理人员、场馆设施、运作经费、自我投资意识及活动方式、活动人数、活动内容、活动效果上均优于工会负责职工体育的企业。企业工会管理职工体育的体制和运行机制已不适应市场经济条件下职工对体育多样化的需求。职工体育的最终出路是向完全的市场化、社会化方向发展。     

职业足球联赛中假球问题的博弈模型分析

运用经济博弈论原理与方法,针对我国职业足球联赛中假球日益严重的问题,从足球俱乐部与足协的角度,建立博弈模型,通过分析,提出了打击假球的具体措施,即加大惩治力度,使假球行为不敢发生;提高调查概率,使假球行为不能发生;降低调查取证的费用,增大足协打假的决心;利用新闻媒体的监督作用,加强对假球行为的追踪报道。     

“双向串连”教学模式在体育专业排球普修课扣球教学中的实验研究

根据多年的教学实践,结合前人的研究成果,把排球正面扣球动作排列成相互串连的单元序列,运用“排球正面扣球双向串连教学模式”,突出初学者在学习排球正面扣球技术过程中,以“保持良好的人与球关系”为学习重点,建立具有“共同要素”的单元序列,体现扣球技术的完整性和连惯性。通过教学实验,收到了良好的效果。     

夏季奥运会集体球类项目竞技布局的研究

运用文献资料法、数理统计法、帕雷托分析法与逻辑分析法对第26、27、28届夏季奥运会集体球类项目的竞技实力布局,从整体、男女、各个小项三个层次进行了深入研究。     

高校开设健身球课程的可行性

采用文献资料、问卷调查、调查访问等研究方法对学生参加健身球课程的喜爱程度和学习动机进行了研究及分析,对健身球的锻炼价值和社会价值进行了研究。结果表明,健身球课程深受学生的喜爱,在高校开设健身球课程是可行的。     

第18届世界杯足球赛前场定位球攻守战术运用情况分析

通过文献资料调研、录像统计等方法对第18届世界杯足球赛前场定位球进攻和防守战术运用情况进行统计、分析,得出以下主要结论:1)随着足球比赛激烈程度的提高,前场定位球攻守战术运用效果,已成为影响比赛胜负结果的重要因素之一;2)本届世界杯足球赛任意球直接射门数少于配合射门数;3)前场任意球防守力量分布主要体现在3个部分,一是防守人墙;二是封锁要害空间;三是盯防进攻运动员。任意球罚球点区域变化,防守力量重点随之变化;4)本届世界杯足球赛角球进攻组织配合形式以长传角球为主,长传角球射门次数以及进球率高于战术角球,但战术角球的射门率比长传角球高;5)在进行角球防守组织和区域布防时,防守长传角球时一般不设置专门运动员防守罚球运动员,前、后门柱区域是防守重点之一。     

中国乒乓球队制胜因素的实证研究

中国乒乓球队之所以能够长胜不衰,雄踞世界乒坛,是与多年来乒乓球队技战术的精彩演绎及强有力的后备人才培养分不开的。中国乒乓球队制胜因素即“三件宝”是指技术组合的多样化、击球点的全面性以及反方向技术的应用能力,这三个方面对取得比赛的胜利起着关键的作用。主要通过观察法和数理统计法对这"三件宝"在优秀运动员比赛过程中的应用情况进行了研究,力求发现其中的规律,为运动员今后的训练提供参考依据。     

高校公共体育球类选项课教学模式研究

介绍了公共体育球类选项课教学改革的步骤和方法，认为分层次教学是高校公共体育选项课的基本教学模式，过程评价和终结评价相结合的综合评价是较为科学的评价方法。     

Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on cooperative learning (CL) models. The cultural context is the French school curriculum, so it emphasizes the role of sports as social practice and uses the applied concept of French didactic transposition. It took place in a socio-constructivist perspective of the teaching-learning process and extends the notion of debate-of-idea.

Purpose: This article explores the role of CL in a Physical Education (PE) classroom setting and particularly the role of verbal exchanges among peers in team-sport teaching.

Research design: This article reports two interventions. The first study showed the positive effects of discussions within a team in an adapted basketball game. Seventeen boys and 13 girls from a French school (third and fourth grades), all novices in basketball, were assigned to two independent groups of a two (Learning condition) design. Dependent measures included collective game efficacy and individual skill levels. A second study concerned an instructional setting of a handball team game (two attackers against a defender in each half of the ground) with 11–12-year-old girls. Two groups were constituted by learning condition: symmetrical versus dissymmetrical dyads.

Data collection and analysis: During PE lessons, verbal interactions were filmed and recorded for the two studies. Matches were filmed in study 1, while data in study 2 were collected by an expert on an observation worksheet. ANOVA were conducted in both studies.

Results: The two studies showed that oral discussions between peers about the goal and the strategies of the game facilitated the development of motor and tactical skills. The second study showed the superiority of a slightly dissymmetric dyadic condition. The low-skilled pupils in dissymmetrical dyads obtained more benefit from the verbal interactions than those in a symmetrical setting. In the dissymmetrical condition, while the initially low-skilled participants had the highest rate of progression, the initially high-skilled players had to explain their solution and could also benefit from the dyadic interaction.

Conclusion: In both studies, action rules were constructed by peers' verbal exchanges in a reflective way. In a PE socio-constructivist setting, the teaching of games facilitates mutual aid, social relationships, and participation in community activities.