论船山诗学中的情与己、才的关系     

石朝辉  倪嘉 《衡阳师范学院学报》2011,32(1)

情感具有明显的个体性,船山在诗学中强调作为个人的独特性,并以此作为衡量诗歌的重要标准之一,反对门庭,反对门户。情、才之间存在分立与一致的两种关系,船山诗学中对情与己、才的分析,是为了突出情的感性、个体性、差异性。差异性必然会导致多变性,所以必须对情进行制约和规范。  相似文献   

苗药一朵云的矿质元素锰、钙的测定   总被引：1，自引：0，他引：1  

唐文华  蒋天智  蔡文仁  杨平  李红成 《凯里学院学报》2011,29(6):41-42

用火焰原子吸收光谱法测定产地为黔东南林区剑河县的野生苗药一朵云的矿质元素锰、钙的含量,并讨论了人体内锰、钙的作用与该苗药相关药用价值的关系.  相似文献   

社区学院教师的自我导向学习准备度研究     

殷玉新 《湖北大学成人教育学院学报》2015,(1):18-23

社区教育教师是社区教育工作主力军,社区教育教师专业化程度也越来越成为影响社区教育发展水平的重要因素。本研究选取112位社区学院教师作为研究对象,以性别、年龄、学历、工龄和单位性质等个人身份因素为变量,使用SPSS统计分析软件,研究其与自我导向学习准备度的相关性。并基于研究结果,提出相关对策和建议。  相似文献   

Teacher change beliefs: validating a scale with structural equation modelling     

Tai Mei Kin  Omar Abdull Kareem  Mohamad Sahari Nordin  Khuan Wai Bing 《School Leadership & Management》2015,35(3):266-299

The objectives of the study were to validate a substantiated Teacher Change Beliefs Model (TCBM) and an instrument to identify critical components of teacher change beliefs (TCB) in Malaysian secondary schools. Five different pilot test approaches were applied to ensure the validity and reliability of the instrument. A total of 936 teachers from 47 high-performing secondary schools completed the survey. Structural equation modelling was applied to test the models. Exploratory factor analysis was employed to identify the underlying factors, whereas confirmatory factor analysis was applied to test the measurement models. The analysis yielded a three-factor TCBM: (1) discrepancy, (2) efficacy and (3) principal support. The results demonstrated a good fit of the model: normed χ² = 3.156, Tucker-Lewis Fix Index = .987, Comparative Fix Index = .991 and Root Mean Square Error of Approximation = .048. The results also provided evidence for convergent validity, discriminant validity and construct reliability. The TCBM is an empirically tested model derived in a local Malaysian cultural education setting. It provides direction for practitioners in planning and designing training programmes of change management for school principals in the enhancement of TCB among teachers in schools. Besides, Teacher Change Beliefs Scale is a promising and welcome tool for both practitioners and researchers. With only nine items, it is easy to administer and not time-consuming.  相似文献   

体育社会功效价值内涵及实现路径     

王德辉  张德胜 《体育文化导刊》2022,(1)

运用文献资料、逻辑分析等方法,对近代以来体育社会功效的历史流变、价值内涵及新时代实现路径进行研究。近代以来我国体育社会功效经历强种救国时期、以体育人与以体外交时期、体育大国时期、兴体强国时期,价值内涵:从行为个人角度促进人的全面发展,从社会责任角度促进社会进步,从国家战略角度增进人类福祉。新时代体育社会功效的实现路径:挖掘健康快乐的体育规律,塑造个体良好的个性品质;遵守公平公正的体育规则,促进社会形成良好的规范秩序;搭建推动社会进步的体育平台,形成经济社会发展的体育动力;秉承国之交、民相亲的外交理念,践行体育外交的使命担当。  相似文献   

不同目标定向对锻炼自我效能的影响     

李勇  许昭  程静静  张继忠 《山东体育科技》2014,(4)

目标定向理论是社会认知理论之一,其研究主要集中于确定哪些行为因素会影响人的主观能力,这种主观能力又如何影响人的后继行为。目标定向理论将目标定向分为两类,一类是任务定向,即在完成一项任务的过程中,强调的重点是任务本身,自己和自己比较;一类是自我定向,考虑的主要是个人能力水平,自己和他人比。为了考查不同目标定向对锻炼自我效能的影响,本研究选取60名低体育活动者,按性别、目标定向干预内容分为4组,采用混合实验设计。因变量为锻炼自我效能,组间变量为不同目标定向（任务定向、自我定向）干预方式、性别,组内变量为时间间隔（每隔5分钟对被试实施目标定向干预）。研究结果显示：1）任务定向干预比目标定向干预有利于提高体育活动参与者的锻炼自我效能,并促进锻炼的参与性及坚持性;2）至少实施干预5次,才能显现干预效果;3）目标定向的干预效果不存在性别差异。  相似文献   

赛场噪声对运动时身体机能的影响   总被引：1，自引：0，他引：1  

翁锡全 《山东体育学院学报》2001,17(2):41-43,47

赛场噪声影响运动员运动效能这人问题一直深受人们的关注。分析赛场噪声的来源与特点，并着重从听觉、心血管、神经、内分泌系统和物质代谢等五个方面论述赛场噪声对运动时身体机能的影响，提示赛场噪声刺激可加速运动时疲劳的产生，影响运动能力的正常发挥。  相似文献   

Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education          下载免费PDF全文

Susanne Schwab  Frank Hellmich  Gamze Görel 《Journal of Research in Special Educational Needs》2017,17(3):205-217

This study examined the psychometric properties of the German version of the Teacher Inclusive Education Self‐Efficacy Scale (TIESES). Five hundred and nineteen teacher education students from Austria and 765 teacher education students from Germany participated in the study. Results of a multiple‐group confirmatory factor analysis (for the two countries) confirmed a single factor structure of the scale with partial scalar measurement invariance. Regression analysis showed that self‐efficacy when implementing inclusive education was explained by the motivation to deal with inclusive education during their studies, previous experience with inclusive education in internships, study interest and the country in which the students went to university.  相似文献   

The influence of formal and informal formative pre‐service experiences on teacher self‐efficacy     

Elie Tuchman  Jenny Isaacs 《教育心理学》2011,31(4):413-433

Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers.  相似文献   

健身街舞对女大学生身体自尊及身体自我效能的影响     

李荣 《体育科技文献通报》2011,19(9):24+39-24,39

文章通过对普通高校女大学生进行为期12周的实验干预,以探讨健身街舞对女大学生身体自尊及身体自我效能感的影响效果。实验结果发现健身街舞对改善女大学生身体自尊和身体自我效能非常有效。这就为优化大学体育课程及女大学生运动健身的项目的选择提供了可靠的理论参考和依据。  相似文献