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目的：验证6个月的新型太极拳康复方案干预是否可以改善老年女性膝关节炎患者的下肢肌力和动态平衡能力。方法：招募46名老年女性膝骨关节炎患者,随机分为太极组和对照组,进行为期6个月的实验干预。实验前后,通过等速肌力测试仪和动态平衡测试指标,测量所有受试者下肢肌力和动态平衡能力。结果：6个月前后,太极组下肢肌力无显著性差异（P>0.05）,但动态稳定性显著性提高（P<0.05）。结论：新型太极拳康复干预可促进女性膝骨关节炎患者动态平衡稳定性,简易有效,易于推广。 相似文献
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The importance of teachers' and children's collaborative engagement in shared learning activities has a strong evidence base in sociocultural research and is promoted as an effective pedagogy in New Zealand's national curriculum. However, what this means for teachers' practice is unclear. Teachers can engage in practices thought to be ‘shared’ but when examined turn out to be teacher dominated. This article reports on findings from a New Zealand study that explored the development of shared learning activities in four primary school classrooms. The study identified the reciprocal, dialogic, responsive and learning-focused interactions when teacher genuinely engaged collaboratively with their students, and distinguished these shared encounters from more commonly observed individual interactions. Because the teachers in this study struggled to understand and to engage in shared activity, it is important to distinguish the features of joint participation to support them to examine and broaden their pedagogical repertoires to include practices consistent with a learning community. 相似文献
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