以微软Visual Studio 2010作为开发平台,利用3D体感摄影机Kinect动作捕捉技术和ADO.NET数据库访问技术,开发了一个课堂交互式教学系统.通过该系统,教师能在课堂上进行多媒体交互式教学,实时记录儿童的表现数据,不仅方便教师更人性化地...以微软Visual Studio 2010作为开发平台,利用3D体感摄影机Kinect动作捕捉技术和ADO.NET数据库访问技术,开发了一个课堂交互式教学系统.通过该系统,教师能在课堂上进行多媒体交互式教学,实时记录儿童的表现数据,不仅方便教师更人性化地教学管理、更生动地开展教学活动,还能启发儿童的学习积极性.因此,所开发的系统对于学前教育开展交互式课堂教学具有实用价值.展开更多
Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investiga...Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.展开更多
文摘以微软Visual Studio 2010作为开发平台,利用3D体感摄影机Kinect动作捕捉技术和ADO.NET数据库访问技术,开发了一个课堂交互式教学系统.通过该系统,教师能在课堂上进行多媒体交互式教学,实时记录儿童的表现数据,不仅方便教师更人性化地教学管理、更生动地开展教学活动,还能启发儿童的学习积极性.因此,所开发的系统对于学前教育开展交互式课堂教学具有实用价值.
基金supported by a Team Science Seed grant from the College of Human Sciences, Iowa State University
文摘Background: The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity(PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design,examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.Methods: Twenty-seven preschoolers(mean age = 4.2 years) completed the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children before and after a twice-weekly PA program. Unobtrusive classroom observations were conducted for verbal, social, and affective engagement during the first and last week of the program, both following a structured PA session(experimental day) and on a day without PA(control day). Treatment fidelity was monitored to ensure that the intervention was delivered as designed.Results: The children exhibited longer periods of verbal and social engagement during classroom periods that followed PA sessions than on non-PA days. Children also expressed more positive affect following PA sessions during the last week of the PA program. Despite high baseline scores,perceptions of general competence increased meaningfully(η2= 0.15, p = 0.05), driven by increase in perceptions of cognitive competence(η2= 0.15,p = 0.06).Conclusion: This study demonstrates the feasibility of providing structured PA program to preschoolers. Moreover, these initial findings suggest that purposely designed, structured PA may help advance the social–emotional engagement and perceived competence of preschool children.
