共查询到20条相似文献，搜索用时 77 毫秒
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采用文献资料法、数理统计法、问卷调查法和教学实验法,对目标教学模式在乒乓球普修技术教学中的应用进行研究．表明：在乒乓球普修课中实施目标教学模式教学,其教学效果优于常规教学．教学目标的层次性,使学生的学习积极性大大提高,发挥了学生的潜在能力,提高学生的学习水平．形成性评价及“反馈一矫正”策略,有利于学生对运动技术的学习与掌握,为教师的再教学提供有力保障． 相似文献
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球性练习也叫控制球能力练习,目的是熟悉球的性能、增强手对球的感应能力及控制支配能力。本文对高职学生的特点、基本功在乒乓球教学中的重要性、为何要把球性练习放在重要的位置和球性练习方法等方面进行了探讨,旨在为高职院校乒乓球教学提供有益参考。 相似文献
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谢冬兴 《赤峰学院学报(自然科学版)》2011,27(1):126-127
主要运用分析法与文献法,阐述当前高校乒乓球课教学中,教学目标实现与学生学习评价内容、方法等因素之间的矛盾现象;高校乒乓球课学习评价以技术测试为中心,过于偏向定量评价与绝对评价,在很多程度上忽视了学生的个体性与评价的灵活性;同时,比例偏小的定性评价与相对评价,由于缺乏统一的标准理念、权重处理的欠客观性使得定性、相对评价名存实亡.比赛课程模式与双打课程模式使得高校乒乓球课教学目标与学习评价矛盾趋向缓和,值得借鉴. 相似文献
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俗话说＂兴趣是最好的老师＂。兴趣的培养,会给学生的乒乓球练习带来极大的影响,只有使学生们真正地对乒乓球产生兴趣,才能使他们在乒乓球练习的过程中更好地发挥自觉性和积极性,练习才具有持久性和新鲜感。以下为兴趣培养的几种方法。一、以成功教学,激发学生训练的兴趣一定的成功能激发人进一步求知的欲望,反之会使人兴趣大减。在乒乓球训练的初始阶段,因为我们的学生大部分是第一次接受训练,对于技术性较强的乒乓球练习来说, 相似文献
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网球是一项比较难学同时又非常受欢迎的体育项目,在教学中最大的难点就是如何在较短的学时内提高技术水平?通过目标设置的原理可以很好地解决难题,使学生通过练习达到教师设置的练习目标,在练习中逐步提高技术水平和控制力,从而达到教学目的. 相似文献
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正俗话说"兴趣是最好的老师"。兴趣的培养,会给学生的乒乓球练习带来极大的影响,只有使学生们真正地对乒乓球产生兴趣,才能使他们在乒乓球练习的过程中更好地发挥自觉性和积极性,练习才具有持久性和新鲜感。以下为兴趣培养的几种方法。一、以成功教学,激发学生训练的兴趣一定的成功能激发人进一步求知的欲望,反之会使人兴趣大减。在乒乓球训练的初始阶段,因为我们的学生大部分是第一次接受训练,对于技术性较强的乒乓球练习来说,总会存在这样或 相似文献
8.
齐建国 《小学教学(数学版)》2008,(3):47-47
新课程倡导开放性教学,在教学中设计或引进一些开放题让学生练习是完全有必要的。但要想提高开放题练习的实效性,我们就应以教学目标为准绳,以学生学习的发展为出发点,不能随意和盲目。 相似文献
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传统的体育教学模式讲究精讲多练,即教师先制定教学目标,指导学生反复进行练习,从而提高运动技能和运动素质。这种教学模式会压抑学生在教学活动中的主动性和创造性。笔者认为,初中体育教师应摆脱传统体育教学模式的束缚,在教学中运用和推广目标教学模式。所谓目标教学模式,就是以教学目标为核心展开教学活动。该教学模式能调动学生的积极性,凸显学生的主体地位,提高教学效率。下面,笔者介绍一些在初中体育教学中运用目标教学模式的经验。 相似文献
10.
新课程倡导开放性教学,在教学中设计或引进一些开放题让学生练习是完全有必要的.但要想提高开放题练习的实效性,我们就应以教学目标为准绳,以学生学习的发展为出发点,不能随意和盲目.请看以下案例: 相似文献
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Dena A. Pastor Kenneth E. Barron B.J. Miller Susan L. Davis 《Contemporary educational psychology》2007
Achievement goal research has grown increasingly complex with the number of proposed goal orientations that motivate students. As the number of proposed goal constructs proliferates, a variety of data analytic challenges have emerged, such as profiling students on different types of goal pursuit as well as evaluating the relationships of multiple goal pursuit with different educational outcomes. The purpose of the current article is to showcase the advantages of using latent profile analysis (LPA) over other traditional techniques (such as multiple regression and cluster analysis) when analyzing multidimensional data like achievement goals. Specifically, we review the advantages of LPA over traditional person- and variable-centered analyses and then provide a critical look at three different conceptualizations of goal orientation (2-, 3-, and 4-factor) using LPA. 相似文献
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This study examined the longitudinal trajectories of achievement goal profiles in mathematics from third to seventh grade in a sample of 302 German students. Latent profile analyses were conducted separately for each school year and revealed three subgroups of students with distinct goal profiles labeled high multiple goals, moderate multiple goals, and primarily mastery-oriented. Only about one third of the students held the same goal profile across all school years. The amount of students pursuing moderate multiple goals increased over time, which supplements previous findings and theorizing about an ongoing differentiation of achievement goals during early adolescence. There were remarkably few differences in educational outcomes (interest, effort, achievement) between students from distinct goal profile groups. However, high multiple goal students showed the lowest test scores in sixth and seventh grade. Moreover, if students showed low performance during one school year, they were more likely to adopt a high multiple goals profile in the following year. Results are discussed in relation to individual cognitive developments, changes in school environments, and special characteristics of educational systems. 相似文献
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Tran D. Keys AnneMarie M. ConleyGreg J. Duncan Thurston Domina 《Contemporary educational psychology》2012
This study examines the association between personal goal orientations and mathematics achievement within the trichotomous goal framework. Participants comprised approximately 2000 seventh and eighth grade White, Hispanic, and Vietnamese students in a low-income urban school district in California. Regression analysis with classroom fixed effects minimized biases arising from non-random assignment of teachers and students to schools and classrooms. While all three achievement goal orientations were correlated with mathematics achievement, only a mastery goal orientation consistently predicted achievement when a full set of prior achievement and demographic controls were included. Performance-approach and performance-avoidance goal orientations did not predict achievement in the full model. 相似文献
14.
Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology?
This study explored the relationship between teachers’ own learning behaviors and their teaching practices. Experienced teachers taking graduate courses responded to an instrument measuring their self-regulated learning as students and their teaching practices as indicated by how they conveyed the purpose of engaging in academic work (i.e., goal orientation) and their approach toward discipline (i.e., control ideology). The data were analyzed using structural equation modeling. The results indicate that teachers own self-regulated learning behaviors influence the extent to which teachers convey a mastery goal orientation, which in turn leads to a more humanistic control ideology. Implications for teacher education programs are discussed. 相似文献
15.
Academic underachievement is a problem for both our education system and general society. Setting personal goals has the potential to impact academic performance, as many students realize through reflection that studying is a path towards realizing important life goals. Consequently, the potential impact of a brief (4–6 h), written, and staged personal goal-setting intervention on undergraduate academic performance (earned European Credit Transfer and Accumulation System credits) was investigated. Using a time-lagged quasi-experimental design, our model was tested with two first-year university goal-setting cohorts and two control cohorts (total n = 2928). The goal-setting cohorts (n = 698 and 711) showed a 22% increase in academic performance versus the control cohorts (n = 810 and 707). This increase depended on (1) the extent of participation in the 3-stage goal-setting intervention, (2) number of words written in the exercise, and (3) the specificity of students’ goal-achievement plans (GAP). Contrary to goal-setting theory, which necessitates goal-task specificity, the results revealed that it did not matter whether the students wrote about academic or non-academic goals, or a combination of both. Rather, it appeared to be the overall process of writing about their personal goals, the specificity of their strategies for goal attainment, and the extent of their participation in the intervention that led to an increase in their academic performance. This study suggests an important modification to goal-setting theory, namely a potential contagion effect of setting life goals, an academic goal primed in the subconscious, and subsequent academic performance. 相似文献
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Keith D. Ciani Michael J. Middleton Jessica J. Summers Kennon M. Sheldon 《Contemporary educational psychology》2010
The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical frameworks of motivation to highlight student perceptions of contextual variables that may mitigate or “buffer” the negative relationship between a perceived performance-oriented classroom goal structure and mastery goals. Survey data were collected from 178 high school students in 15 mathematics classes. Multilevel modeling was used to test student perceptions of three contextual buffers: classroom community, teacher’s autonomy support, and a mastery classroom goal structure. Two significant interactions revealed that classroom community and autonomy support erased the negative effect of a perceived performance classroom goal structure. Results provide practitioners with tools for counteracting potential negative implications of emphasizing performance in the classroom. 相似文献
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Previous research suggested that social support, belongingness and mastery goals were related to the quality of cooperative learning (CL). In this in-depth study we explored how to differentiate between four effective CL teams and four ineffective CL teams, in terms of students' goals and perceptions of instructional conditions. Apart from the earlier mentioned goals we found students' preference for social responsibility, learning for a certificate and entertainment goals to be salient in the CL setting. Mastery and social responsibility goals were prevalent in effective teams, while learning for a certificate and entertainment goals were prevalent in ineffective teams. Moreover, the type of task, group composition and teacher support were mentioned as reasons for effective or ineffective CL. 相似文献
18.
Measures of classroom climate such as classroom goal structures are often assessed through students’ perceptions; the aggregated means within classrooms are then sometimes labeled as “classroom characteristics.” The validity of these constructs is limited by the reliability of the measure at both the student and classroom level; yet, few studies accurately assess reliability when multilevel models are used. We demonstrate the use of a three-level hierarchical linear model to estimate latent true score measures of students’ perceptions of goal structures, appropriately adjusted for their nested structure. To investigate the distinctiveness of goal structures from teacher characteristics, we examined the inter-correlations among the student and classroom level variables, and predictors of each. 相似文献
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Jeanne M. Friedel Kai S. Cortina Julianne C. Turner Carol Midgley 《Contemporary educational psychology》2007
This study examines children’s perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children’s personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children’s perceptions of both parent and teacher mastery and performance goal emphases predicted children’s personal goals. Further, children’s personal goals mediated the relation between perceived parent and teacher goal emphases and children’s efficacy beliefs and coping strategies. Children’s perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children’s adaptive beliefs and behaviors in mathematics, are discussed. 相似文献
20.
Moving beyond academic achievement goal measures: A study of social achievement goals 总被引：1，自引：0，他引：1
S. Jeanne Horst Sara J. Finney Kenneth E. Barron 《Contemporary educational psychology》2007,32(4):667-698
The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts. 相似文献