休闲体育消费与大众传媒的互动   总被引：1，自引：0，他引：1  

俞金英 《福建师大福清分校学报》2007,(2):72-75

本文运用文献资料和归纳分析等方法,就休闲体育消费与大众传媒两者之间的相互关系进行阐述。探讨了媒介与现代休闲体育消费互动的空间和潜力,试图寻求现代休闲体育与大众媒介之间携手联袂合作,并对如何正确引导和促进民众消费,推进休闲体育消费的行为方式朝着健康的方向发展提出几点看法。  相似文献   

Managing physical education lessons: an interactional approach     

Dean Barker  Claes Annerstedt 《Sport, Education and Society》2016,21(6):924-944

Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.  相似文献   

对大学体育教学过程师生互动问题的思考   总被引：2，自引：0，他引：2  

黄勇 《福建体育科技》2006,25(1):44-46

体育教学中的师生互动的结构包括:师生互动的主体、师生互动的基础和条件、师生互动的过程、师生互动的结果。体育教学中的师生互动具有教育性、交互性和连续性、网络性、组织化和非正式化相结合、非对应性、系统性和综合性等特征。  相似文献   

尝试合作化教学——学习《生物入侵者》的体会     

周涛泽 《中国教育发展研究杂志》2007,4(3):50-51

文章对初二生物与语文新教材中的同一个教学内容——“生物入侵者”实施合作化教学。在整个教学中，三科教师之间、学生之间、师生之间进行了互动学习、多方交流、教学相长。  相似文献   

Blended learning and pure e-learning concepts for information retrieval: experiences and future directions     

Andreas Henrich  Stefanie Sieber 《Information Retrieval》2009,12(2):117-147

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互动问答搜索及其对图书馆网络咨询的启示     

王忠华 《新世纪图书馆》2007,(2):72-75

论文介绍了互动问答搜索产生的背景和发展的状况，并通过网上调查和非介入式测试对国内三家网站提供的互动问答搜索服务的功能和质量进行了测试和评价，分析了其特色以及面临的问题，最后探讨了互动问答搜索给目前以CVRS为代表的图书馆网上参考咨询带来的某些启示。  相似文献   

现代高校图书馆信息服务刍议     

张丹丹 《高校图书馆工作》2007,27(2):82-83,F0003

随着电子、网络和信息技术飞速发展,高校图书馆信息服务应从自身建设、扩展平台及互动服务三方面同步得到加强,以保证提供卓有成效的信息服务.  相似文献   

基于Web2．0的远程英语教学初探   总被引：1，自引：0，他引：1  

武艳 《广播电视大学学报》2008,(4):122-125

分析了目前阶段以电大英语为代表的国内远程英语教学的“混合式”教学模式,逐一描绘了Blog、视频分享、即时通信和社交网络等典型的Web2．0工具在英语学习和教学环节中发挥作用的现实例证和未来图景,并以此为导向给出了从工具导入到环境营造再到体系重建三阶段实现远程英语教学2．0模式的教改演进路线图。  相似文献   

Closing achievement gaps between Hebrew-speaking and Arabic-speaking students in Israel: Findings from TIMSS-2003     

Ruth Zuzovsky   《Studies in Educational Evaluation》2008,34(2):105

Closing achievement gaps between sub-populations in Israel, and among them between students in the Hebrew-speaking and Arabic-speaking schools, continues to be one of the priorities of Israel's education system. TIMSS-2003 findings provide first evidence that efforts made during the 1990s to close these gaps were in the right direction although inequality in input between the two sectors still remains. This paper on the one hand highlights factors that still perpetuate the achievement gap and on the other detects factors that explain why these gaps have narrowed.  相似文献   

企业协同创新理论框架及其知识互动影响因素述评     

肖琳  徐升华  杨同华 《科技管理研究》2018,(13)

为探索企业协同创新的新理论模型,为企业协同创新活动和做好知识互动提供理论依据和指导,建立协同创新过程中知识互动的影响因素模型。通过文献阅读法整理前人关于协同创新理论的研究,并总结和评述,探索性提出协同创新的一种新的理论框架,将协同创新进行三阶段划分,协同创新过程中知识互动的效果直接影响创新绩效,进一步探究协同创新中知识互动的要素,梳理和评述每一种知识互动影响因素的研究观点,并建立协同创新不同阶段的影响因素模型,这为下一步影响因素的权重的实证研究做好铺垫。  相似文献