从十八般武艺内涵的历史演变看当代体育类大学生素质培养     

张玉龙  龙佩林 《搏击·武术科学》2014,11(4):24-26

文章运用文献资料法、访谈法、逻辑分析法对十八般武艺本质内涵的历史演绎进行分析,结果认为十八般武艺的本质内涵就是基本功非常扎实、素质全面、武术技艺精湛。其内涵经过历史的演变引申为一个泛指,指事物“大”“多”“广”等意思。结合十八般武艺本质内涵的演变,给当代体育大学生素质能力培养提供对策。如调整当前的课程及内容设置、开展丰富的校园文化活动、组织多样的课外体育活动、考试制度的合理运用等手段来确保素质培养的全面性。  相似文献   

大力发展职业教育,加快建成小康社会的步伐     

黄明光  郑博旺 《连云港职业技术学院学报》2012,25(4):1-4

论述发展职业教育与发展国家经济之间的关系,例举韩国、新加坡、德国与澳大利亚重视职业教育对推动国家经济快速发展的经验,说明发展职业教育可以增加公民的个人经济收入;职业教育能够促使农民工、城市社会青年、学生及企业员工获取多种技术等级证书,培养整个社会人员的就业率,使个人为国民总产值的提高做出贡献;职业教育可以帮助农民工进城后掌握就业的一技之长,发财致富,有利于农村加快农村建设小康社会的步伐.  相似文献   

Up-regulation interleukin-6 and interleukin-8 by activated protein C in lipopolysaccharide-treated human umbilical vein endothelial cells     

Li Y  Du B  Pan JQ  Chen DC  Liu DW 《Journal of Zhejiang University. Science. B》2006,7(11):899-905

Objective： To investigate the effect of activated protein C （APC） on inflammatory responses in human umbilical vein endothelial cells （HUVEC） stimulated with lipopolysaccharide （LPS）. Methods： The second passage of collagenase digested HUVEC was divided into the following groups： serum free medium control group （SFM control）, phosphate buffer solution control group （PBS control）, LPS group with final concentration of 1 μg/ml （LPS group）, APC group with final concentration of 7 μg/ml, Pre-APC group （APC pretreatment for 30 min prior to LPS challenge）, and Post-APC group （APC administration 30 min after LPS challenge）. Supernatant was harvested at 0, 4, 8, 12 and 24 h after LPS challenge. Interleukin-6 （IL-6） and Interleukin-8 （IL-8） levels were analyzed with ELISA. Cells were harvested at 24 h after LPS challenge, and total RNA was extracted. Messenger RNA levels for IL-6 and IL-8 were semi-quantitatively determined by RT-PCR. Results： Compared with control group, IL-6 and IL-8 levels steadily increased 4 to 24 h after LPS stimulation. APC treatment could increase LPS-induced IL-6 and IL-8 production. The mRNA levels of IL-6 and IL-8 exhibited a similar change. Conclusion： APC can further increase the level of IL-6 and IL-8 induced by LPS. The effect of these elevated cytokines is still under investigation.  相似文献   

论析18世纪莎评及其主要特征          下载免费PDF全文

李金月 《唐山学院学报》2021,34(2):83-86,96

18世纪启蒙运动兴起,这一时期的评论家以古典主义的美学原则和批评标准评论莎士比亚作品的同时,越来越正视莎士比亚的成就,以更客观、豁达的态度分析他的剧作,伏尔泰、约翰孙、赫尔德、莫尔根就是其中的代表.18世纪莎评的主要特征表现在:古典主义原则下的莎评逐渐从形式转向内容,在文艺批评标准方面莎评逐渐从古典主义转向浪漫主义.  相似文献   

The potential of immersive virtual reality to enhance learning: A meta-analysis     

《Educational Research Review》2022

Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups.  相似文献   

A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship     

《Educational Research Review》2023

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.  相似文献