成教学员的心理健康状况及人格特征分析     

张有平  田恒桥  邹炜 《体育成人教育学刊》2004,20(2):11-12

采用卡特尔16种人格因素量表对成教学员进行问卷调查，以了解成教学员心理健康水平不同的人格特征。由于成教学员来自社会的各个阶层，其心理状态和普通大学生有很大的不同，现实生活中的种种矛盾和压力会给他们带来心理上的各种困惑，学校加强心理学课程的教学力度和建立心理咨询机构是非常必要的。  相似文献   

体育数学模型的理论与方法     

李建良  蒋勇  刘昌源 《体育科学》1992,(2)

本文从体育问题与数学模型、体育数学模型的建立过程和方法、体育现象和数学模型的类别以及体育数学模型与计算机应用四个方面,概要介绍了体育数学模型的理论与方法。  相似文献   

Adult EFL Learners’Motivation in Reading     

葛云静 《海外英语》2013,(9)

In the enthusiastic trend of English learning, an abundance of work is contributing to practical assistance to adult learn-ers in contrast with the paucity of attention on the learners’psychological ba...  相似文献   

成人教育脱产学生现状及其工作针对性的探索   总被引：3，自引：0，他引：3  

穆奎  王芝英  罗树方  周国安  胡英 《继续教育研究》2003,(1):57-59

本针对成人教育脱产学习形式的快速发展，及其学生教育、教学管理上探索与实践的不成熟；通过对成人教育脱产学生的调查分析，探索出适合成人教育脱产学生教育、教学管理的方法。  相似文献   

Effects of power variation on cycle performance during simulated hilly time-trials     

Marc S. Wells 《European Journal of Sport Science》2016,16(8):912-918

It has previously been shown that cyclists are unable to maintain a constant power output during cycle time-trials on hilly courses. The purpose of the present study is therefore to quantify these effects of power variation using a mathematical model of cycling performance. A hypothetical cyclist (body mass: 70?kg, bicycle mass: 10?kg) was studied using a mathematical model of cycling, which included the effects of acceleration. Performance was modelled over three hypothetical 40-km courses, comprising repeated 2.5-km sections of uphill and downhill with gradients of 1%, 3%, and 6%, respectively. Amplitude (5–15%) and distance (0.31–20.00?km) of variation were modelled over a range of mean power outputs (200–600?W) and compared to sustaining a constant power. Power variation was typically detrimental to performance; these effects were augmented as the amplitude of variation and severity of gradient increased. Varying power every 1.25?km was most detrimental to performance; at a mean power of 200?W, performance was impaired by 43.90?s (±15% variation, 6% gradient). However at the steepest gradients, the effect of power variation was relatively independent of the distance of variation. In contrast, varying power in parallel with changes in gradient improved performance by 188.89?s (±15% variation, 6% gradient) at 200?W. The present data demonstrate that during hilly time-trials, power variation that does not occur in parallel with changes in gradient is detrimental to performance, especially at steeper gradients. These adverse effects are substantially larger than those previously observed during flat, windless time-trials.  相似文献   

应用管理系统在局域网中的总体设计     

齐继平  李衍珩 《大连大学学报》1994,(4)

随着计算机关系型数据库语言的丰富与完善,特别是FOXBASE最新一代的数据库管理系统软件的出现,以及各种管理系统开发工具软件的使用,使得在开发一个计算机系统时,最感困难和复杂的已不再是具体程序的编写,而是整个系统的规划。大连市委组织部开发的《大连市组织工作信息管理网络系统》即是整个系统的规划在局域网络中的总体设计的想法和思路。  相似文献   

Explaining the substantial inter-domain and over-time correlations in student achievement: the importance of stable student attributes     

Gary N. Marks 《Educational Research and Evaluation》2016,22(1-2):45-64

Multi-domain and longitudinal studies of student achievement routinely find moderate to strong correlations across achievement domains and even stronger within-domain correlations over time. The purpose of this study is to examine the sources of these patterns analysing student achievement in 5 domains across Years 3, 5 and 7. The analysis is of longitudinal population data of over 22,000 students and utilizes fixed-effects models to incorporate stable general and domain-specific latent factors. These latent factors correspond to a general cognitive-ability-like factor and specific aptitudes in particular, or types of, subject areas. The preferred model incorporates both general and domain-specific latent factors with stronger effects for the general factor, although the domain-specific factors are particularly strong for spelling and numeracy. When taking into account general and domain-specific latent factors, the effects of student’s socioeconomic status (SES) and school SES are trivial.  相似文献   

THE ZOMBIE STALKING ENGLISH SCHOOLS: SOCIAL CLASS AND EDUCATIONAL INEQUALITY   总被引：6，自引：1，他引：6  

Diane  Reay 《British Journal of Educational Studies》2006,54(3):288-307

ABSTRACT:  The aim of this article is to reclaim social class as a central concern within education, not in the traditional sense as a dimension of educational stratification, but as a powerful and vital aspect of both learner and wider social identities. Drawing on historical and present evidence, a case is made that social inequalities arising from social class have never been adequately addressed within schooling. Recent qualitative research is used to indicate some of the ways in which class is lived in classrooms. The article also raises concerns about the ability of the education system to positively address social class in the classroom when contemporary initial teacher training rarely engages with it as a relevant concern within schooling.  相似文献   

水墨写意画造型特点分析     

王西军 《周口师范学院学报》2007,24(3):154-156

中国画的造型方式有别于其他画种,既不追求绝对的写实,又不主张脱离真实物象的过分夸张变形,而是力求在尊重客观对象的基础上,对形象进行适当的处理,使所表现的形象更加符合画家的主观意图,更加生动,更具表现力。“意象造型”是水墨写意画所采用的基本造型手段,也是中国画造型的显著特征。  相似文献   

Do digital natives differ by computer self-efficacy and experience? An empirical study     

Timothy Teo 《Interactive Learning Environments》2016,24(7):1725-1739

This study serves to validate a Chinese translation of the Digital Native Assessment Scale (C-DNAS) and assess if significant differences exist between a sample of students and teachers from a culture different than the one used in the development of the DNAS. Participants were 402 university students from one province in Mainland China. Results of the confirmatory factor analysis revealed that the C-DNAS possessed a stable factorial structure and was a valid measure among Chinese-speaking participants in Mainland China. Tests of measurement invariance revealed score equivalence among the students for each of the four factors of the C-DNAS: grew up with technology; comfortable with multitasking; reliant on graphics for communication; and thrive on instant gratifications and rewards, by computer self-efficacy and experience. Finally, tests of latent mean differences revealed significant differences in each of the four factors by computer experience but not by computer self-efficacy. Implications for research are discussed.  相似文献