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1.
太极推手运动员的专项耐力训练,应根据运动员专项耐力的供能特点及发展方向进行有氧耐力和无氧耐力训练,控制好实战耐力训练强度和负荷刺激度,有效地提高推手运动员的专项耐力. 相似文献
2.
对于长跑运动员来说,耐力素质是影响长跑成绩的一个重要因素。科学的专项耐力的训练方法对于提高长跑运动员的耐力素质有着积极作用,并能帮助运动员提升长跑成绩。本文主要从长跑运动的影响因素、耐力的分类和影响耐力的因素进行简要分析,总结出一些科学合理的耐力训练方法。 相似文献
3.
身体素质是青少年篮球运动员各项训练的基础。在篮球运动中,身体素质是综合的,表现在力量、速度、灵敏和耐力等方面,要根据训练要求加以发展。耐力是抵抗疲劳的能力。分一般耐力和专项耐力。有机体的有氧呼吸能力是一般耐力的生理基础,而无氧呼吸则是专项耐力的生理基础。在准备期,特别是第一阶段,主要是培养一般耐力。通常将发展一般耐力的练习放在后半周,每周至少安排两次一般耐力训练;而在第二阶段和竞赛期,为了保持一般耐力,每周安排一次就可以了。运动员可以采用各种均匀速度的练习来发展和保持一般耐力水平,强度为最大强度的75～80%,… 相似文献
4.
论糖与速度耐力的关系 总被引：4，自引：0，他引：4
山灵团 《洛阳师范学院学报》2002,21(2):80-82
论述了速度耐力的供能特点 ,糖与速度耐力的密切关系 .认为运动员的糖原储备是影响其速度耐力运动能力的重要因素之一 ,指出速度耐力项目运动员糖的补充方法 相似文献
5.
一定量的持久性有氧训练有利于保持+Gz耐力水平,但过度的有氧耐力训练会导致飞行员的加速度耐力降低。本文通过"个体乳酸阈强度进行有氧耐力训练对+Gz耐力的影响"实验,探索飞行人员有氧耐力训练理论。本研究运用组和对照组的对比试验的方法,通过飞行学员+Gz耐力测试、台阶试验测试和心理学量表监测来评价训练效果。研究结果表明,实验组训练效果明显优于对照组。 相似文献
6.
黄超文 《湖南城市学院学报》1986,(6)
耐力,一般是指人体长时间进行肌肉活动的能力,也可看作是对抗疲劳的能力。因此,在国外有人将它解释为“对抗疲劳后快速复原”。 耐力素质在各个运动项目中都是一个重要的基本素质,是一般竞技能力的基础成分之一,且通常被认为是健康的身体(体力)的重要因素。但是,不同的运动项目需要的耐力各有其特点。从人体是一个完整统一体的观点看,可把耐力看作是全身耐力、肌肉耐力、心血管耐力和呼吸系统耐力的复合。但不管如何看待耐力,如果机体一旦失去耐力,就会造成肌肉的有效机能活动的被迫停止,从而对于各种运动、活动的持续进行同样是力不从心。导致肌肉衰弱、疲劳(即失去耐力)的确切原因,现还难于断定。本文只就耐力的生理学基础、如何提高耐力、影响耐力的因素以及耐力训练引起机体的一些生理变化等方面进行简单的讨论。 相似文献
7.
8.
《江西电力职业技术学院学报》2016,(4)
耐力素质是支撑体能的基础素质,提高国网技能操作竞赛参赛选手的耐力素质,是保障完成技能操作竞赛的必备条件之一,因而选手的耐力素质训练就显得举足轻重。结合实例就一般耐力素质训练、影响耐力素质的因素及操作技能的无氧耐力训练进行分析与探讨,并在实践中取得良好效果。 相似文献
9.
侯宝坤 《天津职业院校联合学报》2005,7(4):72-74
耐力素质在学生身体素质中具有重要意义。耐力素质水平的提高或下降,往往意味着学生健康水平和体质状况的提高或下降。应当认识学生耐力素质的重要性,应树立在实施《学生体质健康标准》时把提高耐力素质放在首位的观点,同时了解和研究提高学生耐力素质的理论依据和具体锻炼方法。 相似文献
10.
高度发展的速度是由耐力决定的。速度耐力是提高加速跑和保持高速跑能力的基础,从而提出以速度为核心、以速度耐力为基础的训练观点,应将速度耐力与速度训练放在同等重要的位置上,改正以往只注重速度训练而忽视速度耐力训练的模式。 相似文献
11.
Olga Denac 《Early Childhood Education Journal》2008,35(5):439-444
In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic
monitoring and development of the interest in music activities enables the teachers to influence the preschool children in
forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five
to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities.
We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s
favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities
where they could take active part in the educational process. The parents reported that at home the children preferred most
to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music.
The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on
the choice of music activities and music contents and on the experience in the music environment of the family. 相似文献
12.
Teena J. Clouston 《Journal of Further & Higher Education》2018,42(7):1015-1024
As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas are being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations where caring values are not achieved or sustained. This can only be accomplished as a co-produced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its Achilles heel. 相似文献
13.
Christine Lloyd 《欧洲特需教育杂志》2013,28(2):109-127
The purpose of this paper is to critically evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular, in the area of special educational needs (SEN) and inclusion. In order to support and illustrate the critique, a case study of a group of Dutch practising teachers and education professionals engaged in studying for a master's degree in SEN is used. The three-year programme of study followed by the group was a practice-based programme of professional development, with heavy emphasis on action research throughout. For this particular group action research was an entirely new concept, and indeed many of them expressed considerable scepticism about its validity as an approach to research, or for that matter, professional development, at the beginning of the programme. The whole group were working in areas associated with SEN where the need to change practice was an urgent imperative, due to changes in education policy and the rapid move towards inclusion in The Netherlands. Having been responsible for the development and teaching of the programme for several years, I decided to make a case study of one cohort of students in order to carry out some more structured and detailed evaluation of the impact of the programme on practice. I also wanted to reaffirm the general impression I had gathered from continuing student evaluation and feedback, that their work, and in particular the action research they had carried out, had led to genuine development and, in some cases, fairly radical change in their professional practice. 相似文献
14.
我校图书馆期刊利用的调查及建议 总被引：2，自引：0，他引：2
郑海生 《内蒙古师范大学学报(哲学社会科学版)》2000,29(6):121-124
高等学校课程体系的改革,要求给学生更多的自学时间和思考的空间,以提高学生的自学能力,适应未来社会发展的需要。如何引导在校师生高效率、快节奏地获取最新信息,做好住处服务工作,是高校图书、期刊管理中急需探讨和研究的问题。笔者通过8个多月对我校过刊利用情况的实际调查,针对当前期刊订阅中存在的问题,提出了期刊订阅和有效利用的建议。 相似文献
15.
A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop-Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice.
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
16.
我国高校博士生招生制度呈现治理结构由单一政府管理向多元主体共治转型、价值取向由公平优先向质量优先转换、招生方式由单一模式向多元模式并存转移、招生对象由无差异化大众向少数优异群体或特殊群体转变的演变轨迹。当前我国高校博士生招生模式四元共存表现出政府的越位和错位之嫌、高校的错位之弊以及导师的缺位之误。我国高校博士生招生模式的改革方向在于确立以认识论为基础、追求知识创新的价值取向,建立以申请审核模式为主、多元模式并存的改革目标,构建以指导教师为主导、多元主体共治的治理体系;具体路径在于调整申请审核模式、服务国家特殊需求模式的内涵,形成两种模式的有机融合。 相似文献
17.
利用安徽省2005—2016年的面板数据,分析安徽省利用FDI的时空差异,运用Theil指数探寻其利用FDI的差异来源,并用空间面板模型检验了安徽省利用FDI区域差异的收敛性。研究表明:从时间维度来看,安徽省各市的FDI逐年增加;从空间维度来看,安徽省各区域的FDI分布不均匀,皖南地区实际利用FDI总量高于皖北地区;皖南和皖北两区域间利用FDI的差异总体呈现下降趋势并趋于平稳,安徽省利用FDI区域差异的主要来源是皖南地区地带内差异。应加强基础设施建设,扩大服务业利用FDI比重,重视人才培养和交流,促进各地市的协调互动。 相似文献
18.
Developments in the field of gender theory as applied to education since the 1970s are briefly reviewed in order to highlight key challenges and debates around gender categorisation and identification in gender and education. We argue that conundrums of categorisation have haunted, and continue to haunt, the field of gender theory, and empirical applications (such as the case of education) in particular. We explain how we have attempted to address some of the conundrums arising in our own theoretical work, and analyse remaining challenges that we feel the field of education needs to address in order to advance theoretically. Identifying two key tensions underpinning this empirical dilemma of gender categorisation – the tension between agency and determinism in gender identification, and that between gender deconstruction and gender analysis – we seek to weave a path through some of these complex debates, and to indicate ways in which they may be addressed in future work. We argue that in order to avoid essentialism and reification of gender distinction, we need to apply a ‘three-fold’ analysis that incorporates three different elements in our categorisation of gender: spectator perspective; respondent perspective and social context. 相似文献
19.
《全日制义务教育数学课程标准》中指出：通过义务教育阶段的数学学习，使学生能获得适应未来社会生活和进一步发展所必须的重要教学知识；学会运用数学的思维方式去观察分析现实社会；体会数学与自然及人类社会的密切联系。同时要求学生具有初步的创新精神和实践能力。这是新大纲和课程标准的新提法。如何对学生进行创新思维能力的培养，结合长期的数学教学尝试，以四个方面提出一些体会。 相似文献
20.
Julien Fuchs 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):602-622
AbstractThis article looks at the French state’s approach to the “colonies de vacances” between 1944 and 1958. Created in 1876 by the Reverend Bion in Zurich, these summer camps originated as a charitable institution: their initial purpose was to provide rural retreats and to restore the health of poor urban youth. Set up on French soil in 1880, these institutions gradually grew in France in the late nineteenth and early twentieth centuries. Considered both as complements to the republican school and as extensions of the “patronages” (parish unions), they were important for children and adolescents from the industrial city suburbs, and were enshrined in the leisure policies of the Popular Front from 1936 onwards. After the Second World War, summer camps in France became a major social institution (300,000 children went to summer camps in 1945, 900,000 in 1949) in response to both hygiene and educational needs. Based on the archives of the Directorate of Youth Movements and Popular Education (1944–1947) and the General Directorate of Youth and Sports (1948–1958), this article aims to examine the politics behind the organisation of these summer camps and to demonstrate the social and political importance of these popular educational institutions which, in 1957, involved 1.35 million French children and teenagers. Although the history of French summer camp federations (UFCV, CEMEA, CPVC, UFOVAL, etc.) has been widely studied, how the state sees its role and influences these organisations has mostly been considered indirectly. The intention is to show that among the educational, cultural and sports policies implemented during the Fourth Republic in France, those related to the organisation of “colonies de vacances”, and therefore the organisation of holidays for a very large number of children and teenagers, occupy a significant place. In 1944, the summer camps were widely supported by the French state, which also planned to regulate this booming sector. The creation of qualifications for summer camp staff and directors in 1949 obliged organisations to start training schemes: they trained staff and directors to work in the municipal camps, associations, etc. Security issues led to the state tightening control of the summer camps, their recruitment and their activities. There was a great deal of political investment in these “colonies de vacances” during this period, and this was reflected in the creation of a Ministerial Education Committee in 1950, a general and regional body of inspectors for these camps, etc. However, the considerable expansion of summer camps posed increasing problems at the national political level resulting in changes to the initial subsidy policies. The State played a major part in crucial issues such as the sociological diversification of these institutions and the changes in their social role according to evolving sociocultural trend. The fact remains that the “colonies de vacances” were for the French state a centrepiece of the “popular education” that the political actors of the Fourth Republic wanted to implement in order to build the France of the post-war period.. 相似文献