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1.
运动员的科学选材是各体育界关注的焦点问题之一,也是其科学训练发挥成效的先决条件。作者从运动员选材的基本理论入手,根据篮球运动的规律、特点和篮球运动员选材的基本原则,对东莞市青少年篮球运动员选材模式的现状进行分析研究,找出问题所在,并结合东莞市篮球选材模式自身的特点进行分析,提出修改建议。 相似文献
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刘晓斌 《洛阳师范学院学报》2011,30(5):101-103
以文献资料和实验方法,从遗传、形态、心理、生物学和教育学方面,对篮球运动员早期选材进行了综合研究,收集、查阅了有关选材文献资料并对优秀运动员进行了实地测试,采用统计学方法进行数据处理,为篮球运动员的选材提供了参考依据. 相似文献
3.
本文运用文献资料法对中美两国大学生篮球运动员的选材进行比较,从中找出我国大学生篮球运动员在选材方面出现的问题,借鉴美国大学生篮球运动员的选材方法,促进我国CUBA联赛的健康发展。 相似文献
4.
邱新毅 《中国科教创新导刊》2013,(10):197-197
优秀篮球运动员的成长因素是很多方面的。本文主要通过文献资料法．专家访谈法研究篮球运动员的科学选材,所以对篮球运动员的科学选材指标和方法的研究具有一定的现实意义。 相似文献
5.
游方 《开封教育学院学报》2013,(8):159-160
篮球运动员的科学选材就是利用现代体育检测手段,通过一系列选材项目的开展,将最适合篮球运动的人才选拔出来。笔者阐述了大学生篮球运动员选材的理论基础,分析了大学生篮球运动员选材过程中存在的问题,并提出了改进的措施。 相似文献
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篮球意识是篮球运动员的灵魂所在,而篮球战术意识,乃是篮球意识中尤其重要的一环。少年儿童时期正是篮球战术意识的培养与形成的关键时期,对于篮球意识的提高有着极其重要的作用。笔者通过对少年儿童篮球战术意识的培养途径以及对篮球战术意识的培养与训练进行积极地探究,期望可以为少年儿童篮球运动员的培养提供些许有益的参考。 相似文献
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顾丹东 《淮南职业技术学院学报》2002,2(1):116-117,122
针对目前在选材过程中所存在的经验主义，指出选拔青少年蓝球运动员在身高，身体形态，身体素质，神经类型等方面应注意的一些问题，应根据少年儿童的身心发育规律，结合身体素质的测量分析，选出篮球优秀苗子。 相似文献
9.
游泳运动员初期训练年龄是开展选材和竞技训练的重要参考依据。正确引导广大适龄少年儿童进行初期游泳训练,指导基层教练员进行少年儿童的初期训练和选材,是培养优秀游泳运动员和开展游泳竞技训练的重要因素。本文着重分析90年代末期我国优秀运动员的游泳训练和获取运动等级经历,总结出游泳运动员最佳初期训练年龄。 相似文献
10.
葛猛 《广西教育学院学报》2008,(6)
游泳运动员初期训练年龄是开展选材和竞技训练的重要参考依据。正确引导广大适龄少年儿童进行初期游泳训练,指导基层教练员进行少年儿童的初期训练和选材,是培养优秀游泳运动员和开展游泳竞技训练的重要因素。本文着重分析90年代末期我国优秀运动员的游泳训练和获取运动等级经历,总结出游泳运动员最佳初期训练年龄。 相似文献
11.
Umran Betul Cebesoy Ceren Oztekin 《International Journal of Science and Mathematics Education》2018,16(7):1247-1268
Teachers have a crucial role to play in raising future generations of citizens who are aware of issues in genetics literacy such as gene therapy, cloning, and stem cell research. Teachers’ teaching practices are influenced by their knowledge in genetics literacy and their attitudes towards different issues. Accordingly, this study explored the relationships among middle school science teachers’ background characteristics (gender, teaching experience, self-perceived interest in and self-perceived knowledge of genetics), their genetics literacy levels, their attitudes towards various issues in genetics literacy, and their perceptions of teaching issues in genetics literacy. Data were collected from 435 Turkish middle school science teachers by completing the Genetics Literacy Assessment Inventory, the scale for attitudes towards issues in genetics literacy and perceptions of teaching issues in genetics literacy. The results of canonical correlation analysis suggested that being female, having a high level of interest in genetics, and perceiving oneself as knowledgeable in genetics were associated with higher levels of knowledge in genetics literacy and holding favorable general attitudes. These teachers believed in the necessity of introducing genetics literacy and held higher self-efficacy teaching beliefs regarding the teaching of issues in genetics literacy in their classes. However, they tended to emphasize more impeding factors as well as hold unfavorable attitudes towards gene therapy and gene therapy applications, implying that their attitudes were context dependent. 相似文献
12.
从遗传学产生和发展的四个主要阶段———遗传学的诞生、细胞遗传学的建立、分子遗传学的形成、分子遗传学的发展 ,以遗传学研究的思想发展和认识历程为主线 ,阐述了遗传学百余年来的发展轨迹 ,并分析了遗传学的发展给予我们的若干启示 相似文献
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INFORMING A LEARNING PROGRESSION IN GENETICS: WHICH SHOULD BE TAUGHT FIRST,MENDELIAN INHERITANCE OR THE CENTRAL DOGMA OF MOLECULAR BIOLOGY? 总被引：1，自引：0，他引：1
Ravit Golan Duncan Moraima Castro-Faix Jinnie Choi 《International Journal of Science and Mathematics Education》2016,14(3):445-472
The Framework for Science Education and the Next Generation Science Standards in the USA emphasize learning progressions (LPs) that support conceptual coherence and the gradual building of knowledge over time. In the domain of genetics there are two independently developed alternative LPs. In essence, the difference between the two progressions hinges on conjectures regarding the accessibility of Mendelian versus molecular genetics, the conceptual dependencies between them, and the order in which they should be taught. The discrepancies between the two progressions stem, in part, from gaps in the current research base. To address the question of whether learning one aspect of genetics, Mendelian or molecular, supports the learning of the other, we analyzed correlations between students’ test scores on item subsets for Mendelian and molecular genetics on written pre-post assessments. Students were seventh graders who received intensive instruction in Mendelian and molecular genetics. We found that students’ pretest scores on the molecular items were moderately correlated with their posttest scores on the Mendelian genetics item set (but not the other way around). This suggests that molecular genetics understandings may bootstrap the learning of Mendelian genetics. Implying that, in contrast to prevalent practice, molecular genetics should be taught before Mendelian genetics. 相似文献
14.
Florian Stern 《Studies in Science Education》2017,53(2):193-225
Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era. 相似文献
15.
Recent studies have analyzed the cognitive demands of solving problems in genetics, focusing primarily on the Piagetian schemas of combinations, proportions, and probability. Based on data from these primarily correlational studies, some authors have argued for the elimination of classical genetics from the high school curriculum. The critical review of the literature presented in this article reaffirms that formal-operational thought is conducive to successful genetics problem solving. The weight of the evidence to date, however, does not support the position that formal operational thought is strictly required for solving typical genetics problems. Arguments are therefore presented in support of the inclusion of genetics and genetics problem solving in high school biology. Implications of this analysis for the selection of appropriate content, problems, and instructional techniques for genetics instruction for nonformal students are presented. 相似文献
16.
Enja Osman Saouma BouJaoude Hiba Hamdan 《International Journal of Science and Mathematics Education》2017,15(7):1257-1280
Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon’s ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students’ misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7–12, determined the level of students’ genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students’ misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed. 相似文献
17.
Teresa L. McElhinny Michael J. Dougherty Bethany V. Bowling Julie C. Libarkin 《Science & Education》2014,23(2):445-464
We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the same time, a survey of faculty indicates that other concepts, such as the application of genetics to society or the environment, are viewed as equally or even more important than foundation concepts. This disconnect suggests a need for more explicit goal setting prior to curriculum development. We also review the relationship between concept inventories, multiple-choice tests measuring conceptual understanding, and curricular goals. Existing concept inventories offer a strong foundation on which to build community-developed concept assessments of genetics knowledge. Concept assessments such as these would allow the genetics education community to test hypotheses of curricular change. 相似文献
18.
慕课是互联网终端极大普及时代“互联网+教育”的产物,如何将这一新事物融入医学遗传学的教学中是一个值得思考的问题。文章在介绍前人对医学遗传学教学改革方法和慕课的特点基础上,结合实例对“慕课+医学遗传学”的教学方式提出了几点建议,并对其存在的优缺点进行了分析,以期为医学遗传学教学工作者提供一些参考。 相似文献
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Richard M. Burian 《Science & Education》2013,22(2):325-344
This paper addresses the teaching of advanced high school courses or undergraduate courses for non-biology majors about genetics or history of genetics. It will probably be difficult to take the approach described here in a high school science course, although the general approach could help improve such courses. It would be ideal for a college course in history of genetics or a course designed to teach non-science majors how science works or the rudiments of the genetics in a way that will help them as citizens. The approach aims to teach the processes of discovery, correction, and validation by utilizing illustrative episodes from the history of genetics. The episodes are treated in way that should foster understanding of basic questions about genes, the sorts of techniques used to answer questions about the constitution and structure of genes, how they function, and what they determine, and some of the major biological disagreements that arose in dealing with these questions. The material covered here could be connected to social and political issues raised by genetics, but these connections are not surveyed here. As it is, to cover this much territory, the article is limited to four major episodes from Mendel’s paper to the beginning of World War II. A sequel will deal with the molecularization of genetics and with molecular gene concepts through the Human Genome Project. 相似文献