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浅谈教师课堂体语能力 被引量:1
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作者 汪维 《河南农业》 2007年第24期21-21,23,共2页
教师在向学生传授知识的过程中,不仅要会正确运用有声语言,而且要能正确、合理地运用肢体语言,这样就能够使学生更好地理解教师所讲授的内容,教学也达到了事半功倍的效果。本文从教师在课堂上所需要肢体语言的要求出发,阐述了目光、面... 教师在向学生传授知识的过程中,不仅要会正确运用有声语言,而且要能正确、合理地运用肢体语言,这样就能够使学生更好地理解教师所讲授的内容,教学也达到了事半功倍的效果。本文从教师在课堂上所需要肢体语言的要求出发,阐述了目光、面部、手臂所能表达的意义和正确的运用方法,进而提出如何才能培养教师的课堂体语能力。 展开更多
关键词 课堂 体语能力 培养
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Physically literate and physically educated:A rose by any other name? 被引量:6
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作者 Monica A.F.Lounsbery Thomas L.McKenzie 《Journal of Sport and Health Science》 SCIE 2015年第2期139-144,共6页
In the 2013 release of the U.S. National Physical Education Standards the term "physically literate" replaced "physically educated". Un- fortunately, most discourse within the profession about the term physically ... In the 2013 release of the U.S. National Physical Education Standards the term "physically literate" replaced "physically educated". Un- fortunately, most discourse within the profession about the term physically literate occurred primarily after its adoption. While we agree with the spirit and intent of the term, we feel it is essential to discuss not only what has been potentially gained but also lost. In our paper, we illustrate the similarity of the terms physically educated and physically literate and essentially, from a definitional perspective, find little difference--but are these terms interchangeable? We provide a critical review of the standards and conclude that the change to physical literacy has produced a shift away from psychomotor outcomes to cognitive outcomes. Our concerns about this are many, but most importantly they are about the need to emphasize the "physical" in physical education (PE). It is our belief that the key to elevating the profession and maintaining and increasing support for PE is in its ability to promote and provide physical activity. Without physical activity and physical fitness as main outcomes, PE increases its vulnerability to extinction as a standard part of the U.S. K-12 education curriculum. 展开更多
关键词 CURRICULUM PE standards Physical activity Physical education SCHOOLS
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Domain-specific modeling and verification for C4ISR capability requirements 被引量:4
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作者 董庆超 王智学 +2 位作者 陈国友 蒋鑫 张婷婷 《Journal of Central South University》 SCIE EI CAS 2012年第5期1334-1340,共7页
An approach was proposed to specify the C4ISR capability of domain-specific modeling language.To confine the domain modeling within a standard architecture framework,formally a C4ISR capability meta-ontology was defin... An approach was proposed to specify the C4ISR capability of domain-specific modeling language.To confine the domain modeling within a standard architecture framework,formally a C4ISR capability meta-ontology was defined according to the meta-model of DoD Architecture Framework.The meta-ontology is used for extending UML Profile so that the domain experts can model the C4ISR domains using the C4ISR capability meta-concepts to define a domain-specific modeling language.The domain models can be then checked to guarantee the consistency and completeness through converting the UML models into the Description Logic ontology and making use of inference engine Pellet to verify the ontology. 展开更多
关键词 C4ISR capability meta-ontology domain-specific modeling description logic
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College English Curriculum Reform and Practice Based on Culture Cognitive Analysis From the New Media Prospective
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作者 GUO Hui 《Sino-US English Teaching》 2015年第2期123-127,共5页
With the increase of international cultural exchange, training and strengthening college students' cultural cognitive ability is a burgeoning research subject in today's foreign language teaching profession of colle... With the increase of international cultural exchange, training and strengthening college students' cultural cognitive ability is a burgeoning research subject in today's foreign language teaching profession of colleges and universities Cross-cultural communication skills and cultural cognition abilities have become an important measure of the ability of the modem language talents. This paper tries to implement a comprehensive reform of college English curriculum system through an empirical research in order to improve students' cultural cognitive abilities and cross-cultural communicative competence and change the non-ideal situation in college English teaching. Its valuable experience can greatly promote language teaching and help other universities reform their college English curriculum. 展开更多
关键词 new media cultural cognition college English curriculum reform
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An Edge-Based Approach for Semantic Matchmaking of Service Capabilities
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作者 Adala Asma Tabbane Nabil Tabbane Sami 《Computer Technology and Application》 2011年第8期667-673,共7页
Semantic Web Services is an emerging technology that promises to enable dynamic, execution-time discovery, composition, and invocation of Web Services. Semantic matchmaking plays a vital role in the automated and dyna... Semantic Web Services is an emerging technology that promises to enable dynamic, execution-time discovery, composition, and invocation of Web Services. Semantic matchmaking plays a vital role in the automated and dynamic discovery process of Semantic Web Services and consists in measuring the semantic distance between a requested service and an advertised one. In this paper, an innovative approach to effectively compute the semantic distance between Ontology Web Language for Services (OWL-S) annotated services is proposed. First, an edge-based method for measuring the semantic distance between Web Ontology Language (OWL) concepts is presented. Then, a comparison of the proposed measure and the one presented in a recent related work is made in order to show that our method is more efficient and fine-grained. Finally, some equations to compute semantic matchmaking of service capabilities, which are expressed in terms of inputs and outputs, are presented. 展开更多
关键词 Semantic web semantic web service semantic distance MATCHMAKING service discovery OWL-S (ontology web language for services) ontology.
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Personal Types of Physical Students and Their EFL
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作者 Hongxiao Wang Ruifang Wang 《Sino-US English Teaching》 2004年第4期73-76,共4页
Individual learner's differences, such as sex, age, aptitude, motivation, personality and strategies, are important factors in English learning as foreign language (EFL). Among these, personal types should be paid ... Individual learner's differences, such as sex, age, aptitude, motivation, personality and strategies, are important factors in English learning as foreign language (EFL). Among these, personal types should be paid more attention to since different personalities mean different learning styles, and different learning styles lead to different levels of proficiency. The present study tries to explore the personal types in terms of extroversion and introversion of the students majoring in physical culture. Based on the investigation in personality types, the implications are discussed and some suggestions are put forward. 展开更多
关键词 personality types extroversion physical students
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Cooperative Learning Makes Extensive Reading More Enjoyable
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作者 I-Chia Chou 《Sino-US English Teaching》 2012年第8期1373-1379,共7页
In the field of L2 (second language) reading, scholars generally agree that ER (extensive reading) improves L2 learners' reading speed and comprehension and enriches their L2 vocabulary (Grabe & Stoller, 1997)... In the field of L2 (second language) reading, scholars generally agree that ER (extensive reading) improves L2 learners' reading speed and comprehension and enriches their L2 vocabulary (Grabe & Stoller, 1997). This teacher-inquiry type of paper presents a practical suggestion for supplementing ER activity with the element of CL (cooperative learning). ER, theoretically speaking, focuses on the solitary task of silent reading. The CL technique used in this study was a book-talk activity. Forty-five freshmen from a course of children and young adult literatures were required to read at least 20 English books throughout a semester. CL was added to facilitate students' ER in young adult literature. After a semester, short-answer questions were asked regarding students' comments on ER as well as CL. Students overall agreed that when ER is supplemented with CL, reading in an L2 seems to be less intimidating. 展开更多
关键词 L2 (second language) reading ER (extensive reading) CL (cooperative learning)
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Effective Learner-Lecturer Interaction Working With a Virtual Learning Environment
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作者 Maria Luisa Renau Renau 《Sino-US English Teaching》 2012年第7期1300-1305,共6页
Using the Internet to learn a language creates wide opportunities to enhance learning (Association of teachers of English in Catalonia (APAC), 2010). The Internet activities promote learners' self-monitoring abil... Using the Internet to learn a language creates wide opportunities to enhance learning (Association of teachers of English in Catalonia (APAC), 2010). The Internet activities promote learners' self-monitoring ability, encourage the use of multimedia and network technology, and develop students' cooperation and participation. During the latest years, there have been many changes in education as these new technologies, including VLEs (Virtual Learning Environments), which have become an important part in the teaching/learning process. According to Tech Terms Computer Dictionary (2012), VLE is a virtual classroom where teachers and students communicate. VLEs have evolved as at an early stage, they were only ways of transmitting information: Teachers uploaded the multimedia resources and students read this information. At a higher stage, VLEs have become interactive. This means that students become active. We have designed a virtual environment where students, weekly, must contribute their opinions and comments in response to a required activity uploaded by the teacher. In this paper, we describe this weekly task and analyze students' opinion about this planned activity. The students become an active subject in this field. In this paper, we show how VLEs are no longer a means of transmitting information but a means of interaction as well as a way of motivating our students to be involved in their learning process 展开更多
关键词 VLE (Virtual Learning Environment) computer science degree multimedia resources learner-lecturer interaction
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Information Competency and Pressure-induced Legislation 被引量:1
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《Social Sciences in China》 2010年第4期20-35,共16页
Pressure-induced legislation occasioned by media discourse is actually the result of an information deficit on the part of legislators. If legislators' information competency fails to meet the knowledge challenges of... Pressure-induced legislation occasioned by media discourse is actually the result of an information deficit on the part of legislators. If legislators' information competency fails to meet the knowledge challenges of the modem legal system and its activities, they will be powerless to resist the infiltration of media discourse. The result is that legislative activities are inextricably intertwined with the media; once a particular social issue is catapulted on to the media agenda, legislators have no choice but to fall into line, creating the phenomenon of pressure-induced legislation. The essential characteristic of law is its inherent constancy and stability, whereas pressure-induced legislation often loses the calmness, objectivity, prudence and comprehensiveness proper to law. Such legislative decision-making runs counter to the inherently rational mechanism of legislation and produces unfair and ineffective redistributive results. Pressure-induced legislation highlights the importance of information in public policy choices and institution design. It would be desirable for the whole legal system aimed at evaluating legislative performance to be introduced so as to provide legislators with a sufficient incentive to remodel their information competency and ensure the scientific nature and rationality of legislation. 展开更多
关键词 information competency media discourse pressure-induced legislation INTEREST
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