情绪的动力平衡与体育课学习效果关系

采用情绪量表 ,考察在运动技能学习过程中情绪变化的状况 ,发现在技能学习的不同阶段 ,情绪有其变化的特征 ,随着学习的不断深入 ,情绪总趋势朝良性方向发展 ,这在一定程度上支持了情绪的动力平衡理论。     

吴文化与苏州学习型组织

本试图通过分析学习型组织开发与地域化——吴化的必然联系，思考探索重塑传统化，寻求开发苏州学习型组织的有效方法。     

Direct and indirect measures of writing for nonlearning disabled and learning disabled college students

Direct and indirect measures were used to compare the written language abilities of three groups of college students: two with learning disabilities and one without learning disabilities. Main effects were found for group, but not gender. Differences between nonlearning disabled students (NLD) and those with learning disabilities (LD) in writing were evident on both types of measures. Performance by LD students with disabilities in an area other than writing differed depending on the type of measure and often was no different from either of the other two groups. The combined use of direct and indirect measures appeared most effective for examining the complexities of writing produced by all groups.     

首都体育学院体育管理系2003级新生英语学习状况调查

运用调查问卷的形式,通过描述性统计和定量分析,对首都体育学院体育管理系2003级新生的英语学习状况作了调查和研究。结合正在开展的新一轮大学英语教学改革,建议运用新的教学模式和教学手段加强口语教学,同时应重视词汇和基础语法知识教学。     

公共图书馆在创建学习型城市中应发挥积极作用

本文阐述了青岛市图书馆通过开展知识讲座、图书流动服务、广场送书活动、举办社区科普讲座、开设社区公益课堂、建立社区图书馆等活动，充分发挥了公共图书馆在创建学习型城市中的积极作用。     

TBL在《现代教育技术》课程教学中的准实验研究

在师范类专业《现代教育技术》公共课程的教学中,在对基于任务学（TBL）进行了前测一后测非对等控制组设计的准实验研究中,通过对实验数据的分析发现：在学生完成学科知识目标方面,TBL与传统讲授法没有显著差异;在学生完成学科技能（设计技能和制作技能）目标方面,TBL与讲授法存在显著差异;在完成调动学生兴趣,进行协作学习方面,两者呈现了显著差异。     

浅析批判思考

近年来,国外教育学者们在继续关注创造性思维培育的同时,也颇为关注对批判思考的研究。本文就批判思考的概念,批判思考与创造性思维之间的关系,批判思考在问题引导式学习模式中的作用等进行阐述与分析,以期有助于丰富我国素质教育的内容。     

对高校本科教学工作水平评估方案与高校图书馆新规程的评析

作为共同指导和规范高校图书馆工作及其关系的《普通高等学校本科教学水平评估方案（试行）》,其中对图书馆评估的指标体系与《普通高等学校图书馆规程（修订）》之间应是竟合,而不应不和谐。文章针对《方案》与《规程》不和谐的事实,分析了产生不和谐的原因及法律后果,提出了解决办法。     

Exploring Verbal,Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

The current study compared different learners’ static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.     

用“远程学习圈理论”分析网络学习管理系统

LMS 是网络教育和基于网络培训的支撑系统。本文首先介绍了两种对LMS 进行功能分类和评价的理论,然后通过借鉴“远程学习圈理论”提出对LMS 进行功能分析的框架,最后利用这个框架对三个知名的LMS 进行分析,旨在为 企业和学校引进LMS 时提供参考和借鉴。