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31.
杨建营 《武汉体育学院学报》2020,54(5):61-69
为给深陷困境的传统武术技艺提供突破路径,主要运用对比分析法,在与球类运动、西方武技、日本武道等运动进行对比并深入剖析自身特色基础上,从4方面解析了中华传统武术技艺当代传承发展的具体方略(1)夯实基础,稳固根脉,紧扣最根本的技击本质而传承发展;(2)尽快实现现代转型,完成文明化跨越,步入飞速发展的快车道;(3)提炼自身特色,紧紧把握“以武会友”,开辟人类武技文明化技艺交流的新方向;(4)进军学校教育领域,充分发挥自身独有的精神教育价值。 相似文献
32.
随着国家对武术发展的大力支持,近几年竞技武术赛事增多,对运动员提出了更高的要求。本文通过文献资料法、逻辑分析法、观察法等研究方法,从竞技武术套路训练现状的角度入手,分析了当今中国竞技武术套路训练现状,新规则对竞技武术套路及运动员的影响,并在此基础上提出了对策:加强竞技武术套路运动科学化训练,加强武术训练与科研的合作。 相似文献
33.
在信息化时代,传统的课堂教学已经难以满足学习者的要求,网络碎片式学习成为一种潮流。然而,教师必要的指导和示范作用是线上学习所不具备的。混合式教学涵盖传统与现代、线上与线下教学模式,是现阶段教学改革的必然趋势。结合民族类院校学生构成的特点,混合式教学为重构大学英语课程提供了新的指导方向。 相似文献
34.
Social media are commonplace in many educators’ lives, but their Instagram activities have received no prior attention in the empirical literature. We therefore created and disseminated a survey regarding educators’ Instagram use. Analyses of 841 responses suggested participants were generally intensive users of Instagram who engaged in the exchange of both professional knowledge and wisdom, as well as affective support. In addition to identifying benefits to Instagram use, some participants offered critiques of Instagram’s professional utility. We discuss the implications of these findings for educators’ work in a digital era and the future of research on educators’ social media activities. 相似文献
35.
新时代背景下,高职院校扩招增加了更多的生源,而对于学生管理工作的要求就更高.对于高职院校的人才培养来说,我们要做的不单单是学生的技能,更需要从根源上着手,让学生自发学习,有效学习,而这需要建立在有效的思想政治教育的基础之上,为了能达到此效果,就需要对当今的思想政治教育模式进行分析研究,针对其中的不足和学生的特点进行研究,以此得出的实现方法才是科学的、有效的.基于此本文进行研究分析,最终得出思想政治有效教育模式的开展策略. 相似文献
36.
ABSTRACT
The aim of this study was to compare the effects of 20 min neuromuscular training with a programme of 10 min in youth football players. 342 (15.4 ± 1.7 years) male football players from 18 teams were included, and cluster-randomized by team into two intervention groups. Both groups performed an injury prevention programme twice a week over five months using the same exercises but a different duration. The first intervention group (INT10, n = 175) performed the programme for 10 min, the second intervention group (INT20, n = 167) for 20 min. Primary outcomes were lower extremity (LE) injuries. Secondary outcomes were injury type, severity, mechanism and compliance to the intervention. 13 teams with 185 players were included for final analysis. No significant group difference was found between INT10 (6.37 per 1000 h) and INT20 (7.20 per 1000 h) for the incidence rate ratio of the lower extremities (IRR = 1.03, 95% confidence interval 0.59, 1.79), nor for the distribution of injury location, type, severity or mechanism. The results show that performing preventive exercises for 10 min is no less effective than 20 min in youth football players. Shorter training sessions can, therefore, be effectively used for injury prevention. 相似文献
37.
There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all. 相似文献
38.
身体活动与健康促进是公共卫生及运动科学领域研究的重点方向之一。个体一日24 h由睡眠、久坐及各种强度的身体活动组成,已有研究多从单一维度探讨这些行为对健康的影响,忽视了身体活动、久坐、睡眠等行为之间的内在联系及对健康结果的综合影响,可能使相应行为与健康效应间的关联产生偏差。时间使用流行病学研究方法的引入克服了这一不足。以“时间分配”作为切入点,综述国际学术界关于身体活动、久坐和睡眠行为对健康影响的研究现状,并系统阐述了等时替代研究方法、活动-平衡模型、时间使用流行病学的发展及其研究框架。基于此,展望了时间使用流行病学相关理论在身体活动研究领域的应用前景:1、开发新式测量工具并完善数据收集和分析方法;2、建立有关时间使用模式的综合评价体系;3、制订我国大众人群的活动-平衡时间分配推荐指南方案。 相似文献
39.
推动“中国制造2025”进程,培养一批高素质机电专业型人才势在必行,这也是高校对机械类专业大学生培养目标的具体要求。机电类专业基础课《机电传动控制》则为实现这一人才目标提供了强有力的工具。以基本技能为目标组建学生兴趣小组,精心设计课程教学,将课程内容与基本技能融合,多信息技术贯穿教学并维持学生兴趣,达到事半功倍的效果。文章从提高学生主动性、信息技术下教学内容多样性等方面对教学方法进行探讨,为专业基础课和专业课程的教学提供借鉴和参考价值。 相似文献
40.
Bai-Chin Lee Sung-Tsang Hsieh Yih-Leong Chang Fen-Yu Tseng Yu-Jung Lin Yuh-Lien Chen Shu-Huei Wang Yu-Fong Chang Yi-Lwun Ho Yen-Hsuan Ni Shan-Chwen Chang 《Anatomical sciences education》2020,13(6):743-758
Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third-year students studying histology and 651 fourth-year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test-enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test-enhanced learning may help more students to master microscopic laboratory content. 相似文献