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钱勇 《中国科教创新导刊》2009,(27):254-255
随着高中体育课程改革的深入,课外体育活动作为体育课堂教学的延伸和补充,对学生身心发展尤其重要。本文通过对温州市高中学生参加体育活动的态度、形式、时间、频度、内容等状况和影响参加课外体育活动因素的调查,发现温州市高中学生对课外体育活动具有正确的认识和积极的态度,参加课外体育活动的时间和次数明显不足,参加课外体育活动选择项目以篮球、羽毛球、排球为主;影响学生参加课外体育活动的主要因素有运动场地不足、运动器材缺乏、对体育不感兴趣等。并提出一些建设性意见供相关部门参考。 相似文献
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本文运用问卷调查、文献资料、数据统计等方法,对浙江省宁海县部分中学生及其家长进行了问卷调查．揭示了目前家长对孩子参加课外体育活动的态度以及影响其态度的具体原因,发现家长对孩子参加课外体育活动的支持与自身文化程度、职业、对体育运动的喜欢与了解程度有关,并提出了相应的改进措施,以便使更多家长支持鼓励孩子参与课外体育活动,加强身体素质,从而促进宁海县中小学生课外体育活动的发展。 相似文献
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梅州市中专学生课外体育锻炼的现状及对策研究 总被引：1，自引：0，他引：1
采用问卷调查、数理统计、文献资料等方法,对梅州市12所中专院校的561名学生进行了课外体育锻炼现状的调查。结果表明:中专学生体育锻炼目的明确、动机正确,态度积极肯定,大多数中专学生参加课外锻炼,参加项目广泛。但是,学生体育锻炼的主动性不高,频率不够、时间短、运动强度不合理;运动场馆不足(运动器材缺乏)和体育群体活动少是影响中专学生参与体育锻炼最主要的因素。 相似文献
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王达盈 《佳木斯教育学院学报》2012,(6):371-371
对吉林省普通高校学生课外体育活动现状及影响因素进行了调查与分析。结果表明,学生参加课外体育锻炼的动机和态度呈多元化趋势,大多数学生喜欢健身性、健美性、趣味性和娱乐性较强的体育活动项目。 相似文献
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本文为了解我院学生参加课外体育活动的现状及存在的主要问题,为深化学校体育教育改革提供参考依据,为加强大学生课外体育活动的宏观管理与科学指导提供帮助。调查表明,大多数学生都能参加课外体育活动,但有6.89%的学生从来不参加课外体育活动,主要受场地器材不足等客观条件的影响。我们应加大对场地设施的建设,改善运动场地、器材设备和卫生条件,为学生创造一个良好的锻炼环境,使越来越多的学生逐步养成经常进行体育活动的良好习惯。 相似文献
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学生课外体育活动现状调查与研究 总被引：1，自引：0，他引：1
本文通过对学生参加课外体育活动状况的调查,了解学生参加课外体育活动的态度、动机、活动频度、时间、活动方式、活动场所及选择的活动项目等,分析影响学生参加课外体育活动的因素,为更好地开展教学、开展全民健身活动,进一步推动学校体育的研究与开发提供参考依据。 相似文献
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采用文献资料、问卷调查和数据统计等方法，从参与课外体育活动的动机，参与课外体育活动的内容以及乐山地区农村中学课外体育活动存在的问题和影响因素等方面，对当前乐山地区农村中学学生参与课外体育活动的现状进行调查与分析。研究结果表明：乐山地区农村中学的学生参加课外体育活动存在主动性不高，参与时间不多、内容单一、枯燥等现状，研究还指出了应该采取的对策，并提出建议。 相似文献
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为考察福建省大学生＂在阳光体育运动＂启动后参与课外体育锻炼的现状,采用问卷调查法对福建省大学生进行调查。研究结果表明：（1）福建省大学生体育锻炼态度比较积极,但体育人口达不到我国有关法规的要求;（2）强身健体、娱乐消遣、情绪宣泄、社会交往是我省大学生参加课外体育锻炼的主要动机;（3）球类运动、跑步和散步是大学生参与课外体育锻炼的主要选择;（4）自由结合的锻炼形式是我省大学生体育锻炼的主要活动形式;（5）体育设施不足、课外体育内容单一、体育活动组织不完善是制约大学生参加课外体育锻炼的主要因素。 相似文献
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陈真 《安徽教育学院学报》2007,25(6):114-117
通过问卷调查、文献资料法、访谈法和数理统计法,对福建省大学生参加课外体育活动的现状进行研究分析。结果表明:福建省大学生参加课外体育活动的目的明确,认知良好,选择体育锻炼以大众化的球类项目为主,但每周参加体育活动的次数和持续时间不尽人意,特别是女生。学生对"终身体育"理解不深,影响学生参加课外体育活动的主要因素是功课忙、运动场地的不足和运动器材的短缺。 相似文献
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Time Use and Mathematics Achievement among American, Chinese, and Japanese High School Students 总被引：3，自引：1，他引：3
Cultural differences in the structure of adolescents' daily lives were examined by interviewing representative samples of 578 grade 11 students, aged 16–17 years, in Minneapolis, Taipei (Taiwan), and Sendai (Japan) about the amounts of time they spent in a wide variety of activities. Studying, interacting with peers, and watching television were the most frequent activities in all 3 locations, but the relative importance of each activity differed among the locations. Chinese students spent significantly more time than American students engaged in academic endeavors, such as attending school and after-school classes and studying. Japanese students did not spend significantly more time studying or attending after-school classes than American students, but they did spend more time attending school. American students, in turn, spent more time working and socializing with friends. Differences in adolescents' use of time were related to both cross-cultural and individual differences in mathematics achievement. 相似文献
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In a Food Processing–Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre‐class readings and in‐class group activities improve the students’ learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in‐class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < .05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students’ level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most. 相似文献
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This study examined the effects of two different environmental conditions upon the classroom behaviors of teachers and students. Three primary school physical education teachers were videotaped teaching introductory soccer lessons to year 5 and 6 students. Class sizes were 12, 24, and 44; equipment availability was either unlimited or limited to two balls and four markers. The “academic learning time-physical education” instrument was used to measure teachers’ time allocations to subject matter and student involvement. Students in the double-sized class conditions spent significantly more time in nonacademic tasks and in game/scrimmage motor activities, whereas more time in the half-sized class condition was spent in skill practice. Student involvement showed significantly more motor-appropriate activity and more cognitive and less organizational activity in classes where there were unlimited amounts of equipment available, irrespective of class size. These data are interpreted as demonstrating that teacher decision making and resultant pupil opportunity to respond are strongly influenced by environmental variables and that such influence can be both systematic and predictable. The reporting of significant environmental features and increased attention to their effects is thus seen as essential for future research in the teaching of physical education. 相似文献
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We surveyed a national sample of 139 school psychology students to better understand their perceptions of their practicum experiences. Specifically, we examined the students' reports of the types of activities in which they engage during practicum experiences and their perceptions of their school‐based supervisors' activities. This information is potentially important as school psychology engages in a paradigm shift. Although most school psychology programs may teach students the proposed new and expanded roles, it is unclear whether field‐based experiences are congruent with such university‐based training. Results indicate that students spent the majority of their practicum time in assessment‐related activities. They were generally satisfied with their practicum experience and supervisor, although many knew little about the range of their supervisor's activities. Most field‐based practicum supervisors appeared to provide limited modeling of new and expanded roles. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 727–736, 2006. 相似文献
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Designing to Learn About Complex Systems 总被引：1，自引：0，他引：1
《学习科学杂志》2013,22(3):247-298
Complex systems are commonly found in natural and physical science. Understanding such systems is often difficult because they may be viewed from multiple perspectives and their analysis may conflict with or extend beyond the range of everyday experience. There are many complex structural, behavioral, and functional relations to understand as well. Design activities, which allow explorations of how systems work, can be an excellent way to help children acquire a deeper, more systemic understanding of such complex domains. We report on a design experiment in which 6th grade children learned about the human respiratory system by designing artificial lungs and building partial working models. Structure-behavior-function models are used as a framework for the cognitive analysis of the domain. The design activities helped students learn about the respiratory system. The design students indeed learned more than students receiving direct instruction. They learned to view the respiratory system more systemically. As expected, because of the short time they spent on the exercise, they understood more about structure than function and more about the functions of different parts of the respiratory system than its causal behaviors. This early Learning by Design experiment makes several important suggestions about successful learning from design activities: (a) the need to define design challenges functionally; (b) the importance of dynamic feedback; (c) the need for multiple iterations toward a solution; and most important; (d) thinking about design as a system of activities and allocating time so that the full system can be carried out, allowing its full set of affordances to be realized. 相似文献
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Catherine C. Chase Doris B. Chin Marily A. Oppezzo Daniel L. Schwartz 《Journal of Science Education and Technology》2009,18(4):334-352
Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure. 相似文献
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王玉成 《山东教育学院学报》2014,(4):91-96
通过文献资料法、问卷调查法、访谈法和数理统计法对徐州市高中生开展阳光体育运动情况和影响因素进行研究。结果：大部分高中生对开展阳光体育运动已经知晓;大部分学校存在着挤占体育课课时的现象;很多高中生没有达到“平均每天活动1小时”的阳光体育运动要求;大部分高中生不经常参与自己喜爱的运动项目;大部分高中生对学校开展的课外体育活动的满意度不高。父母的体育态度、父母的体育锻炼习惯、高考升学压力、学校体育氛围、课外体育活动等对高中生体育行为的影响较大;社区对高中生体育行为的影响不大。并对贯彻实施学校体育文件、规章制度及意见提出了一些发展对策。 相似文献
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José Carlos Núñez Natalia Suárez Rebeca Cerezo Julio González-Pienda Pedro Rosário Rosa Mourão 《教育心理学》2015,35(6):726-746
Homework (HW) is one of the most common school-related activities among parents, students and teachers. However, the need to assign HW to students has been extensively debated. The present investigation examines the relationship between specific HW variables (i.e. amount of HW completed, time spent on HW and perceived quality of HW time management) and academic achievement, while controlling for students’ gender and grade level. Participants included 454 students (ranging from 10 to 16?years of age) from three schools in northern Spain. A multivariate analyses of variance and path analyses showed that the amount of HW completed decreased with increased schooling, as did students’ perceived quality of HW time management. Data from hierarchical regression analyses completed by path analyses provided evidence that time spent on HW conjointly with perceived quality of HW time management explains how academic achievement is mediated by the amount of HW completed. These findings deepen the understanding of the complex impact of time spent on HW and on academic achievement. 相似文献
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University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule. 相似文献