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1.
王益平 《湖州职业技术学院学报》2013,(1):91-94
为了健美操健康发展,运用文献资料法、问卷调查法、数理统计等研究方法,对高职院校学生的健美操性别刻板印象进行现状调查分析,结果表明：大部分学生存在健美操性别刻板印象;男生的健美操性别刻板印象比女生强烈,各个年级的健美操性别刻板印象没有任何差异。 相似文献
2.
采用文献资料法、问卷调查法、观察法等、通过对我省体育系科 89名健美操选修班学生综合能力的调查 ,以当前教学改革的新目标为依据并结合健美操选修课的教学特点 ,就健美操课对学生教学能力、自学能力、创造能力的培养方法和手段进行研究和探讨 相似文献
3.
赵倩 《新课程改革与实践》2010,(19):90-91
研究北京体育大学教育学院健美操专项学生运动损伤的原因及预防,以此及时总结经验和教训,掌握运动损伤发生的规律,从而最大限度的减少或避免运动损伤的发生。采取文献资料法和问卷调查法,对北京体育大学教育学院60名健美操专项学生进行调查。 相似文献
4.
影响健美操教学效果的因素分析——以新乡地区高校为例 总被引：1，自引：0，他引：1
运用文献资料法、问卷调查法、调查访问法和数理统计法对新乡市普通高校健美操教学现状进行了调查与研究,旨在了解影响新乡市普通高校健美操教学效果的原因,提出增加健美操课程时数、规范教学内容、改进健美操评价体系、改善周边环境等合理化建议,为新乡市普通高校健美操的教学改革提供有价值的依据. 相似文献
5.
文章运用文献资料法、问卷调查法、访谈法和数理统计法等方法,对屏南一中学生参与健美操运动的现状进行调查研究,找出影响屏南一中学生参与健美操运动的因素,并提出改善学生参与健美操运动现状的对策,为健美操运动在屏南一中更好地开展提供参考。 相似文献
6.
西北师大公共体育选修课艺术体操与健美操选项情况分析 总被引：1，自引：0，他引：1
郭秀文 《西北成人教育学报》2002,(1):56-57
本文通过调查法,对西北师范大学选修健美操的学生进行了抽样调查并对所得数据进行了数理统计和分析,找出了学生们选修健美操的原因所在并提出了几点建设性意见。 相似文献
7.
高校开设健美操选项课的价值及现状分析 总被引：6，自引：0，他引：6
分析了健美操的项目特点及价值，运用问卷法对高校大学生进行健美操选项课调查，结果显示：绝大多数学生学习兴趣浓厚，学习态度良好，对健美操已有初步认识，80％以上的学生愿意将健美操作为终身体育锻炼手段，课程发展前景广阔，对高校健美操课的现状、存在的问题及影响因素，提出了改善的方法和意见。 相似文献
8.
陈泉宇 《中国校外教育(理论)》2010,(7)
通过问卷调查法、文献资料法、数据统计法、访谈法等,对广州三间独立学院健美操选项课教学条件、学生的学习健美操的兴趣、学习态度、教师的教学态度以及学生心理等方面进行调查,分析独立学院开展健美操选项课的现状及存在的问题,针对调查研究结果提出解决建议,为独立学院更好地开展健美操选项课教学提供参考意见. 相似文献
9.
刘爱英 《河南职业技术师范学院学报(职业教育版)》2011,(9)
针对河南科技学院体育系社会体育专业学生主选健美操课的实际情况,通过问卷调查法和访谈法,发现社会体育专业男生厌学健美操课的原因主要有:对健美操认识程度低、兴趣动机不高、场地器材设施不够完整、教学内容单一以及教师因素等,文章对其原因进行了分析,并提出相应的对策。 相似文献
10.
本文采用了问卷调查法、调查访问法、数理统计法、文献资料法对我校学生选修健美操的喜欢程度、动机,健美操开设内容以及学生对教师在教授方式的选择进行调查,分析了影响我校健美操课程发展的因素,提出利于健美操课程发展的建议。力求为改进我校健美操课程教学,提高教学质量,完善素质教育提供参考。 相似文献
11.
Teachers’ attitudes toward ethnic minority students might differ by students’ gender and the type of school teachers are working in because of different motivations for teaching and different school practices. Hence, the aim of the current research was to investigate elementary (n = 82) and secondary school (n = 82) teachers’ implicit and explicit attitudes toward male and female ethnic minority students. Teachers worked on either a male or a female Implicit Association Test and filled out a gender-specific questionnaire for measuring explicit attitudes. The results showed that elementary and secondary school teachers had negative implicit attitudes toward ethnic minority students, independent of students’ gender. Whereas secondary school teachers were implicitly more positive toward boys, elementary school teachers were implicitly more positive toward girls. Elementary school teachers were more enthusiastic about teaching ethnic minority boys than girls. The findings provide the first insights into differences in attitudes between elementary and secondary school teachers. 相似文献
12.
The purpose of this investigation has been to explore whether differences existed between gifted and nongifted fifth graders and between genders and related subgroups with respect to attitudes toward science. Both groups (N = 25) were matched on the demographic characteristics of school-site, race, sex, and socio-economic background. Gifted students were found to have more positive attitudes toward science than nongifted students; however, no significant differences were found. In all cases, boys (all boys, gifted boys, and nongifted boys) exhibited more positive attitudes toward science; again, no significant differences were uncovered between the boys and their counterpart group or subgroups. The item which consistently reflected the most positive rating (gifted students, all boys and gifted boys, and all girls and nongifted girls) was “usefulness of things done in science class.” Items where discrepancies surfaced included “usefulness of science when playing at home” where nongifted students and gifted girls were significantly more positive than their counterparts, and “spending more time doing science experiments” where all boys and gifted boys were significantly more positive than their counterparts. 相似文献
13.
Zuway‐R. Hong 《International Journal of Science Education》2013,35(15):1971-1988
This study investigated the effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. Thirty‐seven eighth‐grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20‐week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty‐eight eighth‐grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants’ learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow‐up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided. 相似文献
14.
The purpose of this study was to investigate gender differences in students’ mathematics achievement and in their attitudes toward mathematics. Another purpose was to examine mathematics teachers’ beliefs and their perceptions of their male and female students’ ability. The sample consisted of 692 students (353 girls, 339 boys) between the ages of 12 and 16 years, enrolled in grades 7–9 at four private schools in Lebanon. Data were collected using the Attitudes Toward Mathematics (ATM) scale (Aiken in Journal for Research in Mathematics Education, 5, 67–71, 1974), school records, and interviews with teachers. Results showed no significant gender differences in either achievement or attitudes toward mathematics, thus dispelling the common belief that female students in traditional cultures do not perform well in mathematics and dislike the field. A main effect for grade level was found with ninth graders significantly outperforming their younger counterparts. Also, teachers viewed mathematics as a male domain and attributed boys’ success to ability and girls’ success to effort. They also interacted with boys more frequently regardless of the nature of the exchange. Implications for future research and for instructional practice are overviewed. 相似文献
15.
Reuven Lazarowitz Technion Haifa Jehuda Huppert 《International Journal of Science Education》2013,35(1):67-77
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method. 相似文献
16.
Milan Kubiatko Zuzana Haláková Soňa Nagyová Tibor Nagy 《Interactive Learning Environments》2013,21(5):537-550
The pervasive involvement of information and communication technologies and computers in our daily lives influences changes of attitude toward computers. We focused on finding these ecological effects in the differences in computer attitudes as a function of gender and age. A questionnaire with 34 Likert-type items was used in our research. The sample consisted of 659 students from 14 high schools, aged 15–19 years attending the first, the second, the third, and the fourth years of study. The results of the questionnaire were divided into the two dimensions of concrete computer enjoyment and computer anxiety. On the first dimension both younger students and girls have positive attitudes. On the second dimension both younger students and boys have more positive attitudes. Overall, girls have more positive attitudes than boys. This is interesting because in the existing literature there is evidence that boys have more positive attitudes toward computers than girls. Perhaps a change is taking place. 相似文献
17.
The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended. 相似文献
18.
Molly Weinburgh 《科学教学研究杂志》1995,32(4):387-398
A meta-analysis covering the literature between 1970 and 1991 was conducted using an approach similar to that suggested by Glass, McGaw, and Smith (1981) and Hedges, Shymansky, and Woodworth (1989). This analysis examined gender differences in student attitudes toward science, and correlations between attitudes toward science and achievement in science. Thirty-one effect sizes and seven correlations representing the testing of 6,753 subjects were found in 18 studies. The mean of the unweighted effect sizes was .20 (SD = .50) and the mean of the weighted effect size was .16 (SD = .50), indicating that boys have more positive attitudes toward science than girls. The mean correlation between attitude and achievement was .50 for boys and .55 for girls, suggesting that the correlations are comparable. Results of the analysis of gender differences in attitude as a function of science type indicate that boys show a more positive attitude toward science than girls in all types of science. The correlation between attitude and achievement for boys and girls as a function of science type indicates that for biology and physics the correlation is positive for both, but stronger for girls than for boys. Gender differences and correlations between attitude and achievement by gender as a function of publication date show no pattern. The results for the analysis of gender differences as a function of the selectivity of the sample indicate that general level students reflect a greater positive attitude for boys, whereas the high-performance students indicate a greater positive attitude for girls. The correlation between attitude and achievement as a function of selectivity indicates that in all cases a positive attitude results in higher achievement. This is particularly true for low-performance girls. The implications of these finding are discussed and further research suggested. 相似文献
19.
Gender Differences in Child Aggression: Relations With Gender‐Differentiated Parenting and Parents’ Gender‐Role Stereotypes 
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下载免费PDF全文 Joyce J. Endendijk Marleen G. Groeneveld Lotte D. van der Pol Sheila R. van Berkel Elizabeth T. Hallers‐Haalboom Marian J. Bakermans‐Kranenburg Judi Mesman 《Child development》2017,88(1):299-316
This longitudinal study examines the association between child gender and child aggression via parents’ physical control, moderated by parents’ gender‐role stereotypes in a sample of 299 two‐parent families with a 3‐year‐old child in the Netherlands. Fathers with strong stereotypical gender‐role attitudes and mothers were observed to use more physical control strategies with boys than with girls, whereas fathers with strong counterstereotypical attitudes toward gender roles used more physical control with girls than with boys. Moreover, when fathers had strong attitudes toward gender roles (stereotypical or counterstereotypical), their differential treatment of boys and girls completely accounted for the gender differences in children's aggressive behavior a year later. Mothers’ gender‐differentiated parenting practices were unrelated to gender differences in child aggression. 相似文献
20.
高洪莲 《天津职业院校联合学报》2014,(3):114-117
健美操运动作为学校体育的基础项目早已纳入各高校体育教学中,并深受广大学生喜欢。为了促进健美操更深入广泛的开展,针对男生在参与健美操运动中存在的差异,分析总结出影响男生健美操学习兴趣的原因,并提出相应对策。期待对促进学生全面发展,推动学校体育中健美操教学的改革和完善提供参考依据。 相似文献