“经典诵读”促进“留守儿童”心理健康的实验研究——以贵阳市金阳新区第二实验学校为例

留守儿童作为学校特殊的学生群体,他们的心理健康与否直接影响到学习成绩和身心发展。通过＂经典诵读＂方式引领留守儿童各方面的发展,让留守儿童与经典同行,与圣贤为友,养成良好的自主阅读习惯,从而为终身健康发展作铺垫。     

浅谈如何培养学生的体育兴趣、爱好和习惯

体育的兴趣、爱好和习惯，在体育活动实践中有不同的意义，是学校体育的目标之一，是奠定终生体育基础的重要标志。     

The mediating effects of habit on continuance intention

How do the behavioral-cognitive-emotional constructs of attitude, satisfaction, and habit drive consumer continuance intention of incumbent mobile technologies? From a survey of 528 consumers, we ran two structural equation models: model #1 is a base model of direct effects of attitudes and satisfaction on continuance intention; model #2 adds habit as a mediator variable. We show that consumer attitudes are stronger predictors of continuance intention, without mediation effects from habit. Consumer satisfaction only weakly predicts continuance intention and is mediated by habit. While satisfaction is correlated with consumer attitude, and satisfaction is correlated with habit, consumer attitudes seem unrelated to any habits. Attitude seems to be the strongest determinant of continuance intention; second, in the absence of compelling rational data, or given beliefs that competitors are largely undifferentiated, consumers might continue using the same product. Such complex interactions between variables may not be adequately captured in a straightforward variance model, however this study extends research in habit and continuance intention and provides for future research exploring the importance of habit over satisfaction and predominance of consumer attitudes in predicting continuance intention.     

大学生头发中微量元素的检测及其与膳食结构的关系

本文从群体角度出发,调查测定大学生的发样中锌、铜、铁、钙、镁、铝等微量元素的含量与膳食结构的关系,我们随机抽取了大学生168名进行头发中微量元素的测定。结果表明,大学生缺锌、钙、铁,这与饮食有关。所以我们应重视缺锌、缺铁和缺钙的防治,并应选择完善“科学配餐”。     

吴均山水小品的“无我之境”刍论

以《与朱元思书》为代表,吴均的山水小品,其清峻脱俗而又不失富丽精工的格调,绝立于"绮纷披,宫徵糜曼"的齐梁文坛,同时也营造出一种清新恬淡的"无我之境"。     

白鹭生态与繁殖习性的观察

通过定点、定巢和访问相结合的方法 ,笔者对皇甫山白鹭的生态与繁殖习性进行了观察 ,得知皇甫山白鹭主要分布于严鸡子、大苏两片杉木林中 ,取食场所为农田、水库、池塘等。种群繁殖期为 4～ 9月份 ,雌雄鸟共同筑巢 ,产卵数 3～ 5枚 ,孵化期 19～ 2 1天 ,育雏期近 1个月     

Binge-Watching: A Suspenseful,Emotional, Habit

Binge-watching, simultaneously treated as both guilty pleasure and legitimate health concern in popular press and academic discussions, is a pervasive media behavior. Yet distinguishing it from other ways of television viewing remains elusive in communication research. The present study employs empirically supported variables to determine if different outcome expectancies are relevant to the frequency of binge-watching as contrasted with appointment viewing of television through the lens of the model of media attendance. Survey results (N = 797) of a college student and representative adult sample reveal that binge-watching is motivated in large part by the behavior already being an entrenched habit among viewers, while suspense and anticipation associated with content and motivation to use viewing to regulate one’s emotions are also significant antecedents. Conversely, more frequent appointment viewing of television viewing was driven by viewing efficacy and older age.     

高校体育应注重学生体育兴趣的培养

如何培养高校学生的体育兴趣,养成终生锻炼身体的习惯,使其终生受益,已显得十分必要。针对这一状况,从不同角度阐述了培养学生体育兴趣的途径和方法。     

成都市中小学生一天活动状况的分析及对策

本文针对成都市中小学生体能持续下降的事实,对成都市中小学生的体育课、体育活动、作业、睡眠和饮食等的一天活动状况进行了问卷调查,在此基础上分析造成体能下降的原因,提出了改善学生体能状况的建议。     

Practical epistemologies in physical education practice

With a point of departure in a transactional understanding of epistemology, the purpose of this paper is to explore practical epistemologies in physical education (PE) by investigating how knowledge is produced and reproduced in students' and teachers' actions in PE practices posted as clips on the user-generated video-sharing website YouTube. YouTube can be understood as a disordered public video archive of (in this case) ongoing PE practices created by both students and teachers. With a transactional understanding, knowing, and in consequence questions of epistemology, can be conceived of as something we do, something practical. In this paper, practical epistemologies in PE are investigated by exploring ends-in-view and habits-of-action in students' and teachers' actions in PE practice. The practical epistemologies identified in the study are as follows: (i) knowing by doing correct movements; (ii) knowing by trying; (iii) knowing by imitating; (iv) knowing by praising and cheering; (v) knowing by cooperating; (vi) knowing by creating; (vii) knowing by being changed into gym clothes; (viii) knowing by acting in a certain locality; and (ix) knowing by resisting. The categories represent different ways of how knowledge is produced and reproduced in PE practice, and describe the functions that different actions and actors have in how knowledge is produced and reproduced as well as in the direction this takes.