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1.
论篮球运动员防守能力的培养 总被引：3，自引：1，他引：3
宋和平 《渭南师范学院学报》2003,18(2):74-76
拼搏意识是篮球防守能力的首要因素，良好的身体素质是防守能力的基础，防守技术是防守能力的核心，防守意识是个人防守战术行为的保障。 相似文献
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随着篮球运动员个人进攻能力的提高,对于防守队员的协防意识要求也相应提高,只有大力加强防守技术的教学与训练,才能适应篮球运动的发展.篮球比赛中的协防意识培养提出更高的要求,值得我们去深入研究的. 相似文献
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现在世界篮球运动不断发展,我国篮球运动也发生了很大变化.要继承和发扬我们的成功经验,同时也要学习别人的长处,取长补短,发挥优势更好的完善篮球的技术,借而提高篮球水平.随着篮球防守战术的发展,要求个人防守更具实效性和针对性,防守中假动作的运用丰富和增强了个人防守动作和能力,使防守更具攻击性和威力更有效果.防守是我国篮球队的一个薄弱环节.攻、守是篮球比赛的基本规律,不能忽视任何一个方面.较高水平的强队,一般说来,必须是攻守兼备,能攻善守,重视防守训练,有利于促进攻、守提高强度,加强对抗,既提高防守能力又利于进攻质量,个人防守技术是战术的基础,提高个人防守能力,是解决防守薄弱的重要课题,本文对个人防守技术与应用谈谈个人的几点认识. 相似文献
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赵斌 《赤峰学院学报(自然科学版)》2015,(1):216-218
篮球是一种集体对抗的比赛项目.它对运动员的技术水平和身体素质都具有很高的要求,但除此之外,它还要求运动员具有极佳的篮球意识,个人防守意识就是其中之一.个人防守意识是个人行动的基础,不管面对有球队员还是无球队员都要通过防守来完成.而且个人防守意识也充分体现了队员个的人独立性,在全队的防守体系中起着非常重要的关键性作用,必须加以重视.本文主要分析篮球教学与训练中的个人防守意识的培养并提出一些可行的训练方法. 相似文献
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篮球比赛是一项集体对抗性质的竞技项目,要求运动员不只具备好的身体素质、技术水平,更要有良好的篮球意识.篮球个人防守意识是队员在掌握防守技术的基础上,有目的、有预见性地运用合理的脚步移动和手臂动作,积极抢占有利位置,阻挠和破坏对方球员进攻的意图和行为.它在篮球竞赛中有着举足轻重的地位. 相似文献
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彭三鹰 《中国科教创新导刊》2010,(5):183-183
攻守平衡是现代篮球比赛的基本规律。个人防守是全队防守的基础,重视个人防守并在训练和此赛中加强对运动员个人防守能力的培养是解决防守薄弱的重要途径,本文对个人防守的界定、个人防守活动与全队攻守行动的关系、个人防守技术和意识基本特征等问题进行了深入分析和讨论。 相似文献
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随着篮球防守战术的发展,要求个人防守具有实效性和针对性,防守中假动作的运用,增强了个人防守的能力,使防守更具有攻击性和威力更有效. 相似文献
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吴思永 《宁德师专学报(自然科学版)》2009,21(3):331-333
随着篮球运动的发展,尤其是中学生篮球运动,出现了不少误区．简述了具有代表性的误区,要从基础训练和提高意识上着手克服． 相似文献
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Siv Flaesen Almendingen Johannes Tveita 《美中教育评论》2009,6(4):45-48,66
Ten teachers, from preschool to secondary school have tried out puppets as a stimulus in science lessons. Data were gathered by teachers answering a questionnaire and by interviewing the teachers. We report what teachers have experienced by using puppets in science classrooms and in science activities in preschools. Data indicate that the puppet can be used to stimulate science both in preschool, primary school and secondary school. Probably the puppet must be used in different ways in preschool and primary school than in secondary school to get the pupils to accept them. This pilot study has given us courage and ideas to start a following-up study in using puppets in science. 相似文献
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Increasing accountability and efficiency in the use of public and out-of-pocket financing in education are critical to realizing the maximum impact of the meager allocations to education in most developing countries. While broad estimates and numbers are routinely collected by most national ministries and state departments of education, the lack of accuracy and reliability as well as the obtuse nature of recording and presentation of the data does not facilitate any serious policy use. A major advance in this area has been brought about by the development of NEA （National Education Accounts）, which is a new tool for measuring education expenditures in a systematic policy-~endly manner. In essence, NEAs measure the ＂financial pulse＂ of an education system, answering 4 key questions： Who is financing education？ How much do they spend？ How are funds distributed across different education providers, levels and activities？ Who benefits from or receives the services？ NEAs gather information on all spending from public, private and donor sources, and provide a snap-shot of all expenditures on education in the state or country. While not an auditing tool, it provides real time information on the flow of funds that can be used for evidence-based decision-making. It provides information to policy-makers, enabling them to discern systcm-wide inequities and identify areas that require changes in policy. In addition, the use of a standard classification of expenditures allows for data from NEAs to be comparable between and within countries. This paper provides an assessment of accountability and efficiency in the use of public and private resources in the education sector in 2 states of Nigeria. Using comparative data from implementation of education accounts in 2 states of Nigeria, it presents a breakdown of education spending by public and private sources as well as donor agencies, by types of providers, by geographical regions and by category of expenditures. It analyzes educational expenditures for the 2 states in the context of state government priorities for education, and proposes a novel way of tracking trends in education spending as a means for policy-makers to organize a strategic vision supported by resources and to evaluate the outcome of policies. 相似文献
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Barbara Theresia Schrottner 《美中教育评论》2010,7(8):50-61
It is becoming more and more apparent that globalization processes represent, theoretically as well as practically, a challenge for educational sciences and therefore, it must be addressed within the sphere of education. Accordingly, educational conceptions have to adapt to globafization phenomena and focus more on alternative and innovative educational concepts. The observable phenomena that appear as part of globalization then lead to the following question： Is there still space for educational concepts like emancipation, self-determination, equal opportunities and fairness in distribution, democracy and common sense？ The most indispensable tools for the development of equitable and peaceful contemporary education perspectives are a differentiated reflection on globalization phenomena and consequences, an intensive analysis and disclosure to address （global） conflict lines, the questioning of well-established concepts, the formation and embodiment of visions of the global future and the articulation of innovative education concepts. Modern social and political structures and practices have to be reoriented to combat the negative effects of globalization processes through the incorporation of more humane, socially fair and ecological principles. Educational science is sure to make an important contribution in making this a reality. 相似文献
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Williams Emeka Obiozor 《美中教育评论》2010,(1):17-25,31
This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active participation of these students, promote perfect school attendance, encourage good behaviors, deal with anger management and motivate committed learning in the classroom. The instructors＇ understanding of students＇ culture, learning needs and styles, and using such background knowledge to educate them become imperative in this setting. These urge for innovative and leadership projects in the author＇s special education classroom necessitated the application of hip-hop music to teach life skills, reading and other functional skills in the classroom. The outcome was positive and rewarding to both the teachers and students. There are recommendations for interested teachers to devise creative teaching methods, differentiated instruction and appropriate classroom management practices to attain student achievement. 相似文献
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Yael Fisher 《美中教育评论》2010,7(6):1-15
This paper reveals a new evaluation model, which enables educational program and project managers to evaluate their programs with a simple and easy to understand approach. The ＂index of success model＂ is comprised of five parameters that enable to focus on and evaluate both the implementation and results of an educational program. The integration of these parameters forms a complete and comprehensive picture, which in turn provides the most information on the success or failure of the program. The parameters are： （1） the relevance index, referring to an evaluation of predefined objectives; （2） the efficiency index, referring to the fiscal efficiency of the program; （3） the effectiveness index evaluating the attainment of the program＇s objectives; （4） the impact index gauging the effect on the consumers, for whom the program is undertaken; and （5） the final parameter is the program＇s sustainability index. Since Israel＇s education strategy currently leans towards site-based monitoring and evaluation, such a model can potentially be of great help to school management and staff. 相似文献
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Sidonia Alenuma 《美中教育评论》2009,6(7):1-17,60
The objective of this paper is to explore the operation of magnet and professional development school （PDS） programs in a real life situation using an ethnographic study of Downtown Elementary School （DES-a pseudonym） that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern United States, collecting data through participant observation, interviewing, and document collection. The purpose is to provide answers to compelling questions such as： What does it mean to have both magnet and PDS programs operating simultaneously in the same school as in the case of DES？ What can be learned from the experiences of the unique school-DES？ The paper provides an outline of both magnet and PDS programs and their operations at DES and analyzes how these programs are interrelated and intertwined. Some of the outcomes indicate that DES is about the only school in its locality that juxtaposes two innovative school reform programs. These programs impede each other＇s progress sometimes and in some cases feed off each other. There is a lot to be learned from the unique experiences of DES. Coupled with other conclusions, the author concludes that, PDSs, as school restructuring projects are intertwined with magnet schools＇ reform activity which is motivated by the drive to provide equity of opportunity to learn, particularly for poor, minority and black students in mostly urban areas who are at a disadvantage for various reasons. The final section of the paper takes a critical look at the issues at stake through the lens of critical multiculturalism. 相似文献
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Facilitating adult learning and a researcher identity through a higher education pedagogical process
Lisa L. Wright Lange Elizabeth Da Costa Jose 《美中教育评论》2009,6(11):1-16
This empirical study uses auto-ethnography to describe a higher education pedagogical process that facilitated largely doctoral students in preparing their candidacy proposals through the use of specific adult learning principles. Students＇ experiences and points of view of such a learning environment were explored, including： （1） how they contributed to their peers＇ learning; （2） how their peers contributed to their own individual learning; and （3） how the learning environment impacted the process. Key factors identified as pivotal to learning to learn, include creating a learning sanctuary and trusting relationships, engaging in mutual inquiry and the co-construction of meaning, and bridging research theory and practice. These factors enabled students to expand their identities to include a researcher identity and to negotiate deep knowledge at the personal level. Throughout this article, the students＇ points of view are used to elucidate shared and diverse experiences, in addition to supporting conclusions and recommendations for practice and further study. 相似文献
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Language, language policy and curriculum issues occupy very important and strategic places in educational planning in any society. In a multilingual Nigerian society as well as in similar countries like Australia, India or even in seemingly homogenous linguistic societies like Britain, language planning, development and policies are sin qua non. In this paper, the author has tried to look from the perspectives of the provisions of the National Policy on Education （1981） and the Constitution of the Federal Republic of Nigeria （1979）, and examine the curriculum issues arising from the language and policy aspects in achieving the national educational aims, goals, objectives and development. This paper takes a cursory look at the constitutional and policy documents as well as the realities on ground in the secondary schools. It is discovered that, this sub-sector of education is characterized with language implementation crisis. The disturbing issue is that, since the language of instruction is bedeviled with crisis, the whole educational system itself becomes a failure. The paper recommends that, Nigeria should carry out a language policy reforms that will be acceptable and effective bearing in mind the role of language and language policy in education. 相似文献
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Rolf Kretschmann 《美中教育评论》2010,(2):67-75
The idea of digital game-based learning （DGBL） is that students （or players） learn something by playing a computer or video game and that an educator can employ digital games to assist and boost both formal and informal learning. There is game software that is not specifically produced for educational use but which is nonetheless regularly implemented in educational settings by educators. These so-called COTS （commercial off-the-shelf） games are particularly effective in socialization processes. COTS sports computer and video games can be divided into three main categories： sports simulation games, sports arcade games and sports management games. After taking a closer look at these sports computer and video games, specifically sports simulation games, it is possible to posit dimensions of competencies that are developed by playing those games. Various examples for each dimension of competencies can be generated： motor competence, cognitive competence, meta-cognitive competence, social competence, emotional competence, personal competence and media competence. Furthermore, examples of implementing digital sports-games in physical education can easily be generated. After comparing the postulated dimensions of competencies of COTS digital sports-simulations with those of ＂real＂ sports, the following question arises： Are their respective educational results comparable？ 相似文献