The aim of this study was to evaluate the relationship between frustration education and frustration level of middle school students in a city during the 2022-2023 school year.Descriptive correlation analysis was appl...The aim of this study was to evaluate the relationship between frustration education and frustration level of middle school students in a city during the 2022-2023 school year.Descriptive correlation analysis was applied to 270 students.Chi-square is a statistical tool used in the study.According to the findings,there are more women than men,and most are from rural areas.The findings suggest that understanding the significant correlation between frustration and educational assessments of social dimensions and overall frustration can provide insight into potential areas for intervention and support.While the academic and instructional dimensions may not be directly related to the level of frustration in this study,it is important to explore other factors that may be contributing to academic frustration or areas where instructional strategies could be improved.A social skills development program aims to address this problem.展开更多
目的系统综述有关身体活动对智力与发展性残疾(IDD)儿童青少年动作技能和平衡功能效果影响的系统综述中的相关证据。方法检索PubMed、Cochrane Library、Web of Science、Embase、CINAHL和中国知网中关于身体活动对IDD儿童青少年动作技...目的系统综述有关身体活动对智力与发展性残疾(IDD)儿童青少年动作技能和平衡功能效果影响的系统综述中的相关证据。方法检索PubMed、Cochrane Library、Web of Science、Embase、CINAHL和中国知网中关于身体活动对IDD儿童青少年动作技能和平衡功能效果相关的系统综述。检索时限为2016年1月至2024年7月。结果最终纳入8篇文献,来自加拿大、中国、美国和塞尔维亚,涉及3315例IDD儿童青少年,年龄3~18岁,涵盖孤独症谱系障碍(ASD)、唐氏综合征和其他发展性障碍。纳入文献主要来源于物理治疗、儿童青少年精神病学、运动学和健康心理学等领域期刊。干预措施分为平衡训练和协调性练习、有氧运动、力量训练、运动技能训练和球类活动、结构化组合身体活动干预5类。干预方案一般为每次30~240 min,每周1~7次,持续4~32周。平衡训练和协调性练习有助于改善唐氏综合征和智力障碍儿童青少年的静态和动态平衡。有氧运动能改善ASD和注意缺陷多动障碍儿童青少年的反应时间、体能和运动技能。力量训练能提升IDD儿童青少年的肌肉力量、稳定性和运动协调能力。运动技能训练和球类活动有助于改善ASD和智力障碍儿童青少年的运动协调性和精细运动技能。结构化组合活动干预可改善ASD和智力障碍儿童青少年的平衡和协调性。结论身体活动干预对IDD儿童的动作技能和平衡功能产生积极影响,体现在运动技能、平衡功能、肌肉力量、稳定性和运动协调能力方面。展开更多
IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from w...IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.展开更多
The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that ...The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.展开更多
文摘The aim of this study was to evaluate the relationship between frustration education and frustration level of middle school students in a city during the 2022-2023 school year.Descriptive correlation analysis was applied to 270 students.Chi-square is a statistical tool used in the study.According to the findings,there are more women than men,and most are from rural areas.The findings suggest that understanding the significant correlation between frustration and educational assessments of social dimensions and overall frustration can provide insight into potential areas for intervention and support.While the academic and instructional dimensions may not be directly related to the level of frustration in this study,it is important to explore other factors that may be contributing to academic frustration or areas where instructional strategies could be improved.A social skills development program aims to address this problem.
文摘目的系统综述有关身体活动对智力与发展性残疾(IDD)儿童青少年动作技能和平衡功能效果影响的系统综述中的相关证据。方法检索PubMed、Cochrane Library、Web of Science、Embase、CINAHL和中国知网中关于身体活动对IDD儿童青少年动作技能和平衡功能效果相关的系统综述。检索时限为2016年1月至2024年7月。结果最终纳入8篇文献,来自加拿大、中国、美国和塞尔维亚,涉及3315例IDD儿童青少年,年龄3~18岁,涵盖孤独症谱系障碍(ASD)、唐氏综合征和其他发展性障碍。纳入文献主要来源于物理治疗、儿童青少年精神病学、运动学和健康心理学等领域期刊。干预措施分为平衡训练和协调性练习、有氧运动、力量训练、运动技能训练和球类活动、结构化组合身体活动干预5类。干预方案一般为每次30~240 min,每周1~7次,持续4~32周。平衡训练和协调性练习有助于改善唐氏综合征和智力障碍儿童青少年的静态和动态平衡。有氧运动能改善ASD和注意缺陷多动障碍儿童青少年的反应时间、体能和运动技能。力量训练能提升IDD儿童青少年的肌肉力量、稳定性和运动协调能力。运动技能训练和球类活动有助于改善ASD和智力障碍儿童青少年的运动协调性和精细运动技能。结构化组合活动干预可改善ASD和智力障碍儿童青少年的平衡和协调性。结论身体活动干预对IDD儿童的动作技能和平衡功能产生积极影响,体现在运动技能、平衡功能、肌肉力量、稳定性和运动协调能力方面。
文摘IntroductionWhen I taught extensive reading, I found many students didn’t know how to read more effi-ciently. They had difficulties in understanding the text as a whole. They didn’t know how toinfer something from what they had read. After reading a text, they could answer correctly only5--6 out of the ten questions following it. Questions like "What is the author’s attitude?""What is the tone of this article?"or "How has the author organised his essay?" were difficultfor them.This article aims to present some suggetions for developing student’s reading skills.
文摘The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.
