新时代高校体育教师的主体性专业发展     

李国璋  孙宜辰  何江海 《广州体育学院学报》2019,(4):120-125

运动教育模式（SE）以分组竞赛贯穿课堂教学，对培养综合性、复合型人才有着重要意义，然而在实际开展中却面临课时不足、学生运动水平参差不齐、运动知识学习环节薄弱等诸多困难。慕课依托互联网进行知识传授，学生可以在课下通过慕课重复观看数据库中的多种知识点。将慕课融入运动教育模式课堂教学，能够缓解教师运动知识传授等方面压力等问题，更好地促进学生的全全面发展。  相似文献   

Bayesian reasoning in avalanche terrain: a theoretical investigation     

Philip A. Ebert 《Journal of Adventure Education & Outdoor Learning》2019,19(1):84-95

In this article, I explore a Bayesian approach to avalanche decision-making. I motivate this perspective by highlighting a version of the base-rate fallacy and show that a similar pattern applies to decision-making in avalanche-terrain. I then draw out three theoretical lessons from adopting a Bayesian approach and discuss these lessons critically. Lastly, I highlight a number of challenges for avalanche educators when incorporating the Bayesian perspective in their curriculum.  相似文献   

Virtual Microscopy as a Learning Tool in Brazilian Medical Education     

Fernanda Somera dos Santos  Mariana Kiomy Osako  Gleici da Silva Castro Perdoná  Márcia Gaião Alves  Katiuchia Uzzun Sales 《Anatomical sciences education》2021,14(4):408-416

Virtual microscopy (VM) is a widely used teaching method in Medical Education in many developed countries. In Brazil, however, this is not the case for most medical schools, considering Brazilian social inequality and uneven access to technology. Recently, the Covid-19 pandemic has also challenged Universities to seek and make a transition toward more effective methods of full-time online education. Thus, the main goal of this work was to verify student's perception and academic performance, assessed upon VM implementation in a Brazilian Medical School. Ribeirao Preto Medical School students answered a 26-question survey with regards to optical microscopy (OM) and VM. Academic performance was compared between participants that were (year of 2019) or were not (year of 2015) exposed to VM. Taken the results together, subjective impressions such as handling, suitability, learning effectiveness, and pleasure using the tools, have shown a higher score for virtual microscopy (median = 29), when compared to optical microscopy (median = 24) with a P-value < 0.001 by Wilcoxon rank test, upon measurement using an ordinal scale. Regarding academic performance, no statistically significant differences were found between groups (P-value = 0.38, Cohen's d = 0.19). Therefore, VM proved to be adequate to the Brazilian medical education in light of Brazilian social contexts and Covid-19 pandemic.  相似文献   

Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life     

Rocio Lorenzo-Alvarez  Teodoro Rudolphi-Solero  Miguel J. Ruiz-Gomez  Francisco Sendra-Portero 《Anatomical sciences education》2020,13(5):602-617

Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.  相似文献   

A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study     

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   

How Haptics and Drawing Enhance the Learning of Anatomy     

Stephen Reid  Leonard Shapiro  Graham Louw 《Anatomical sciences education》2019,12(2):164-172

Students’ engagement with two-dimensional (2D) representations as opposed to three-dimensional (3D) representations of anatomy such as in dissection, is significant in terms of the depth of their comprehension. This qualitative study aimed to understand how students learned anatomy using observational and drawing activities that included touch, called haptics. Five volunteer second year medical students at the University of Cape Town participated in a six-day educational intervention in which a novel “haptico-visual observation and drawing” (HVOD) method was employed. Data were collected through individual interviews as well as a focus group discussion. The HVOD method was successfully applied by all the participants, who reported an improvement of their cognitive understanding and memorization of the 3D form of the anatomical part. All the five participants described the development of a “mental picture” of the object as being central to “deep learning.” The use of the haptic senses coupled with the simultaneous act of drawing enrolled sources of information that were reported by the participants to have enabled better memorization. We postulate that the more sources of information about an object, the greater degree of complexity could be appreciated, and therefore the more clearly it could be captured and memorized. The inclusion of haptics has implications for cadaveric dissection versus non-cadaveric forms of learning. This study was limited by its sample size as well as the bias and position of the researchers, but the sample of five produced a sufficient amount of data to generate a conceptual model and hypothesis.  相似文献   

“体教结合”视角下体育运动学校“三集中”办学办训模式发展的困境及其对策——以徐汇区青少年体育运动学校为例          下载免费PDF全文

郑昕波  王春秀 《体育科研》2019,(2):49-55

当前在我国培养高水平竞技体育人才的多种方式中，“体教结合”的“三集中”（集中住、集中学、集中训）办学模式占据着独特的优势和特殊的地位。然而，伴随着高考制度的改革，上海市相关人口政策的相继出台，以及家长对子女未来职业选择的多元化趋势等，青少年体育运动学校的“三集中”式办学的主要矛盾凸显。以徐汇区青少年体育运动学校/徐汇位育体校为研究对象，分析学校“体教结合”的“三集中”办学模式发展的瓶颈问题，并对其产生的原因进行解析，进而提出解决“三集中”办学模式发展困境的若干对策及建议。  相似文献   

Skills policy for growth and development: The merits of local approaches in Vietnam     

《International Journal of Educational Development》2021

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Discussing adapted physical education during IEP meetings: First-hand parent experiences and a supporting tool     

Scott W.T. McNamara  Lauren Lieberman  Brad Weiner  Brock McMullen 《Journal of Research in Special Educational Needs》2021,21(4):302-311

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Educators’ experiences in special education institutions during the COVID-19 outbreak     

Ayse Dilsad Yakut 《Journal of Research in Special Educational Needs》2021,21(4):345-354

The COVID-19 outbreak has had a profound impact on education worldwide. As a result of the educational institutions closures, it is likely that the impact on special education would be more detrimental since special education population becomes more vulnerable in the aftermath of an outbreak. In the scope of this study, a researcher created survey was used to examine educators’ teaching experiences and their perceptions about the impact of COVID-19 outbreak on special education students. The sample included 215 educators working in the Special Education and Rehabilitation Centers (SERCs) in Turkey. Results indicated that a large majority of the SERCs were not able to continue their education during the COVID-19 outbreak. In addition, there was a difference in educators’ experiences by their educational practices (normal weekly schedule, reduced schedule, most of the educational activities are suspended, and all of the educational activities are suspended). Perceived level of COVID-19 outbreak impact on special education students were found to be significantly higher for autism spectrum disorders, intellectual disabilities, attention deficit and hyperactivity disorders, visual impairments, hearing impairments, specific learning disabilities and gifted students, respectively. The conclusion highlights the need of global collaboration, disaster preparation and management for students with special needs.  相似文献