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1.
余华与福克纳都是先锋作家,他们在创作的前期都曾有过对文学的探索和实验。在大胆的文学实验中,他们寻找着自我的创作原则,使现代文学的叙事艺术得到了充实。两位作家的创作有着诸多相似之处,他们都十分关注内心冲突,在创作中重视对时间的利用和创造,在处理创作与现实的关系上他们都找到了一条能表达自己的正确道路。对比余华与福克纳的作品,可以发现余华在对福克纳作品的借鉴中逐渐形成了自己的风格和体系,并在不断的学习中进行着属于自己风格的开拓和创新。  相似文献   
2.
基于PISA2015中国四省市数据,采用多层线性模型,研究中学生各科课外补习时间投入对学业成绩的影响效应.研究发现:课外补习时间与学业成绩之间存在先降后升的非线性关系,表明学科补习具有门槛效应,当补习时间超出某个阈值,学业成绩才会出现质的提升;数学补习时间投入差异扩大了不同家庭背景学生间数学成绩的差距,会造成教育结果的不均等;校内课程时间对学生成绩的影响呈先升后降的非线性关系,相较于补习时间,校内课程时间能更有效地提升学生成绩.因此,中学生及家长应基于实际的补习需求,合理投入补习时间;学校应保证学生校内课程学习时间,发挥学校教育的主导作用;政府应重视课外补习对教育公平的冲击,加强对校外培训机构的监管,还要为经济困难家庭学生提供必要的课外补习机会,缩小因课外补习带来的教育结果不均等,努力促进校内外教育公平.  相似文献   
3.
本研究应用反应时测量,探究汉英双语者心理词汇的结构和发展。被试为两组大学生,执行汉英翻译判断任务。576组实验材料由拉丁方分配为四个词表,均包含翻译词对、词形干扰词对、语义干扰词对和无关词对。组间比较发现,只有语义干扰效应量有显著差异。组内比较显示,只有高水平组语义干扰大于词形干扰。结果提示,汉英双语者心理词汇结构最显著的特点是词形和语义连结长期混合存在;权重呈非同步、非均衡、量变的发展特征。  相似文献   
4.
目的:基于青少年的生理特点,通过对比青少年游泳运动员采用蹲踞式和抓台式2种游泳出发技术时的运动学和动力学数据,以期为青少年游泳运动员的运动训练与比赛提供参考。方法:使用Kistler测力台和高速摄像机记录从青少年游泳运动员从准备姿势到入水的整个过程,通过对2种游泳出发技术参数的统计对比分析,总结这2种游泳出发技术的特点。结果:从游泳出发技术上来看,男性采用蹲踞式的加速蹬伸时间、地面反作用力峰值、腾空时间、腾空距离、平均水平腾空速度、出发总时间大于抓台式,而入水角度较小;女性采用蹲踞式的加速蹬伸时间、地面反作用力峰值、腾空距离、平均水平腾空速度大于抓台式,而腾空时间、入水角度、出发总时间较小。从性别角度看,男性采用蹲踞式的加速蹬伸时间、平均水平腾空速度、入水角度小于女性,而地面反作用力峰值、腾空时间、腾空距离、出发总时间较大;男性采用抓台式的加速蹬伸时间、平均水平腾空速度、入水角度小于女性,而地面反作用力峰值、腾空时间、腾空距离、出发总时间较大。结论:从游泳出发技术上来看,蹲踞式在滞台阶段加速蹬伸时间较长,但地面反作用力较大,且获得了更大的平均水平腾空速度,弥补了其滞台时间较长的缺点;在腾空阶段,在腾空时间无显著差异的情况下,蹲踞式具有明显较大的腾空距离,则蹲踞式在该阶段更具优势。从性别上来看,男性的加速蹬伸时间较小,且地面反作用力较大,但平均水平腾空速度较小,减小了男性在滞台阶段的优势;在腾空阶段,男性的腾空时间明显大于女性,但其腾空距离也较大。  相似文献   
5.
多物料混合放热反应系统的设计与实现对化工、食品、医疗、冶金制药等行业具有一定的应用价值。反应器中涉及的温度、压力、液位、催化剂及抑制剂等变量直接关系着反应的转化程度及生产安全,因此对被控对象在进行工艺特性分析基础上设计了DCS控制系统,采用西门子PCS7软件与SMPT1000实验仿真设备探究系统可行性,并利用PCS7集成的WinCC完成监控画面组态。通过在半实物仿真实验装置上进行调试,系统满足了控制工艺要求并提高了控制精度。  相似文献   
6.
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.  相似文献   
7.
The purpose of the current study was to examine the effect of 6 weeks of whole body vibration training (WBVT) on body composition, muscle activity of the gastrocnemius and vastus lateralis, gastrocnemius muscle architecture (static and dynamic) and ground reaction forces (performance jump) during the take-off phase of a countermovement jump in young healthy adult males. A total of 33 men (23.31 ± 5.62 years) were randomly assigned to a whole body vibration group (experimental group, EGWBVT: n = 17; 22.11 ± 4.97 years) or a control group (CG: n = 16; 24.5 ± 6.27 years). The total duration of the intervention phase (WBVT) was 6 weeks with a frequency of 3 sessions per week. Statistically significant differences were observed (P ≤ 0.05) between pre- and post-test in the power peak (Δ 1.91 W · kg?1; P = 0.001), take-off velocity (0.1 cm · s?1; P = 0.002) and jump height (Δ 0.4 cm; P = 0.002) for EGWBVT. There were no statistically significant differences in any of the body composition and muscle architecture variables. Moreover, no significant differences were found between EGWBVT and CG nor changes in muscle activity during take-off phase of the gastrocnemius and vastus lateralis pre- versus post-training. This study suggests that a 6-week WBVT programme with increasing intensity improves jump performance but does not alter muscle activity nor muscle architecture in healthy young men.  相似文献   
8.
We investigated psychological dimensions of academic interest among undergraduate students (N = 325) using a global academic interest scale. The scale was administered together with measures of academic performance, educational aspiration, career planning, goal setting, life satisfaction, attitudes towards leisure, personality and value. Exploratory factor analyses revealed four dimensions of academic interest: passion for learning, confidence in the future, career aspiration and self-expression. All four dimensions were significantly related to career planning, goal setting and life satisfaction. On the other hand, specific pairings of significant relationships were found between different dimensions of academic interest and personality and value, suggesting that students with different personalities and different sets of values are likely to appreciate and respond to different aspects of academic interest. We conclude with implications for research on academic interest development across a more diverse range of age groups.  相似文献   
9.
Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semi-structured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation.  相似文献   
10.
The aim of this study was to examine relationships between activPAL?-determined sedentary behavior (SB) and physical activity (PA) with academic achievement. A total of 120 undergraduates (N = 57 female; 20.6 ± 2.3 years) participated in the study. Academic achievement was measured as the grade point average obtained from all completed courses. Participants wore on the right tight an activPAL? for 7 days to determine total sedentary time, total number of sedentary breaks, sedentary bouts, standing time, light and moderate-to-vigorous physical activity (MVPA). Separate multiple linear regression models were performed to examine associations between SB variables and academic achievement. Light PA, MVPA, total sedentary time, total standing time, or total number of sedentary breaks were not related to academic achievement. Independently of PA, the amount of time spent in sedentary bouts of 10-20min during weekdays was positively related to academic achievement. Given that college students spend the majority of their workday in environments that encourage prolonged sitting, these data suggest that interruptions in prolonged periods of sitting time every 10-20min via short breaks may optimize cognitive operations associated with academic performance.  相似文献   
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