青少年游泳训练方法探讨     

卫树东 《当代体育科技》2020,(12):59-59,61

游泳是提高青少年身体素质的一种训练方法,通过一定的训练时间及相应的训练强度,对提高身体素质有很大的帮助。在提高身体素质的同时,也可以促进游泳成绩的提高。所以,为了进一步加强运动员的训练水平,教练员需要了解他们的身体特点、心理特点,才能制定出科学的训练方法。本文归纳游泳训练特点,总结青少年游泳训练的方法,从而为提高运动员的成绩提供相应参考。  相似文献   

试论《明人十二像册》高度写真风格的中国渊源     

黄乐乐 《美育学刊》2020,11(2):116-120

现藏于南京博物院的一批无款写真头像《明人十二像册》,是中国写实画的一座高峰。对于这个像册的绘画风格,现当代学者多半都偏向认为是受到西方绘画的影响。但经与西方圣像画比较研究,像册仍属于中国本土的绘画传统,受到了宋代山水画和花鸟画高度写真精神的影响。  相似文献   

被子植物精细胞分离和特性研究进展     

朱维红  张妍  崔彬彬 《保定学院学报》2020,(3):114-121

精细胞分离是研究雄性生殖发育的前提之一,近半个世纪以来,人们运用不断更新的生物实验技术,对被子植物精细胞开展了分离及细胞分子特征的研究。分析被子植物精细胞分离方法,总结精细胞二型性与倾向性、细胞融合方面的研究成果,并对其研究意义和前景进行讨论。  相似文献   

MARC to BIBFRAME: Converting the PCC to Linked Data     

Jacquie Samples  Ian Bigelow 《Cataloging & classification quarterly》2020,58(3-4):403-417

Abstract

The Program for Cooperative Cataloging (PCC) has formal relationships with the Library of Congress (LC), Share-VDE, and Linked Data for Production Phase 2 (LD4P2) for work on Bibliographic Framework (BIBFRAME), and PCC institutions have been very active in the exploration of MARC to BIBFRAME conversion processes. This article will review the involvement of PCC in the development of BIBFRAME and examine the work of LC, Share-VDE, and LD4P2 on MARC to BIBFRAME conversion. It will conclude with a discussion of areas for further exploration by the PCC leading up to the creation of PCC conversion specifications and PCC BIBFRAME data.  相似文献   

公共图书馆茶文化阅读推广探究——以济南泉茶文化推广为例     

吴伟  张咏梅  曹艺 《山东图书馆季刊》2020,(2):71-75,85

茶文化作为中华优秀传统文化的代表之一,在新时代的大潮下应不断传承发扬。公共图书馆作为文献信息的传播枢纽,作为文化传承、传播和创新的重要基地,理应在茶文化传播工作中扮演重要角色。本文以实践工作为例,根据泉茶文化特点,通过开展读者调查,打造了茶文献特色专架,开展了沙龙、讲座、展演等活动,构建了包括开放性、综合性、体验性和生活化特点的“OCEL”公共图书馆特色茶文化阅读推广模式,助力茶文化阅读推广。  相似文献   

图书情报学领域学科交叉及其国家差异的动态分析     

王思茗  滕广青 《图书情报知识》2020,(3):109-118,F0003

[目的/意义]领域知识的跨学科交叉研究能够打破学科间的壁垒,有助于发现重大科学问题的解决方案。[研究设计/方法]基于图书情报学领域文献题录信息构建轻量级领域知识图谱,从中提取学科信息、国家信息、时间信息及其关联,采用时间与空间相结合的多维度分析方法,对学科交叉的演化进程以及国家差异进行跟踪与分析。[结论/发现]图书情报学领域内学科交叉现象日渐显著,各国家的学科交叉程度与倾向存在差异,一些目前尚不突出的交叉学科方向值得关注。[创新/价值]采用多维度视角分析学科交叉现象,相关结论可以为国家科技战略制定及学科发展规划提供有益参考。  相似文献   

Mapping continuity and change in the intellectual structure of the knowledge base on problem-based learning, 1974–2019: A systematic review     

Philip Hallinger 《British Educational Research Journal》2020,46(6):1423-1444

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.  相似文献   

Teachers’ epistemic cognition in situ: Evidence from classroom assessment     

《Contemporary educational psychology》2020

Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ assessment processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed.  相似文献   

Independent reading in rural China’s elementary schools: A mixed-methods analysis     

《International Journal of Educational Development》2020

Independent reading—unassigned reading for personal pleasure—has been shown to be an important driver of reading skills and academic success. Children that commonly read for pleasure exhibit higher academic performance. However, little research has been done on independent reading in rural China, where the education system is charged with schooling tens of millions of students. Many rural students fall behind their urban counterparts in school, with potentially troubling implications for China’s ongoing development. This article explores the prevalence of independent reading and its associations with reading ability and academic performance among rural students. Using a mixed methods approach, we analyze quantitative data from a survey of 13,232 students from 134 rural schools and interviews with students, teachers, principals, and caregivers. We find that independent reading is positively and significantly correlated with reading ability as well as standardized math and Chinese tests scores. Despite such correlations, only 17 percent of students report reading for pleasure for an hour a day. Interview findings suggest that inaccessible bookstores, curriculum constraints, unsupportive home environments, low availability of appealing and level-appropriate books, and insufficient school investment in reading resources may explain the low prevalence of independent reading.  相似文献   

高校图书馆科普基地社会化服务探索——以西华师范大学图书馆为例     

魏海霞  吴晓川 《图书情报工作》2019,63(18):47-53

[目的/意义]针对我国高校图书馆社会化服务效果不佳的状况，试图寻找一种有效且能长期开展的模式，以促进高校图书馆广泛参与，更好地满足民众的文化需求。[方法/过程]以西华师范大学图书馆为例，从组织构建、运作模式、社会效益概述科普基地社会化服务模式，并分析该模式具有构建约束机制、资源保障机制与激励机制、服务渠道的畅通机制的优势。[结果/结论]在自愿的原则下，高校图书馆与省委宣传部、省社科联联合共建科普基地以开展社会化服务，通过经费多家出，协调搭台，借用科普基地完善的管理体制与运行机制，构建高校图书馆社会化服务的长效机制。科普基地工作已在全国广泛开展，高校图书馆作为重要的文化服务单位位于申报对象之列且容易具备申报条件。因此，科普基地社会化服务模式是一种灵活的、有效的、可操作的，且具有广泛参与机制与可持续的模式，值得推广。  相似文献