共查询到20条相似文献，搜索用时 62 毫秒
1.
河南省部分学校学生课外体育活动的调查研究 总被引：1，自引：0，他引：1
课外体育活动是学校体育的重要组成部分,它对增强学生体质起着积极作用,并直接关系着基层合格人才的培养。1951年,中央人民政府政务院规定：“学生每日体育,娱乐活动或生产劳动时间,除体育课及早操和课间操活动外,以1小时为原则。”1997年,教育部、国家体委、卫生部、团中央又规定：“抓好每天1小时的体育锻炼。要认真做好早操、课间操,提高做操质量。每周最少安排两节课外体育活动,列入课表,保证每天平均有1小时的体育锻炼。”进入21世纪, 相似文献
2.
《华夏少年(简快作文 )》2014,(11)
<正>课外体育锻炼指学生在课余时间里运用各种体育锻炼方式,以增强体质,促进身心健康,丰富课余文化生活等为目的的身体锻炼活动。国家教委在《学校体育工作条例》《中学生体育合格标准》中明确规定:"必须保证学生每天有一小时体育活动时间;中学生参加课外体育活动每周不少于两次。"这说明国家对中小学课外体育锻炼的开展和学生参加课外体育锻炼时间与频率等越来越重视, 相似文献
3.
通过对高职院校学生参加课外体育活动的现状的调查分析认为,高职院校学生参加课外体育活动的目的明确,认知良好,但每周参加体育活动的次数和持续时间不尽人意.影响学生参加课外体育活动的主要因素是功课忙、运动场地不足和运动器材短缺等.为此,建议通过加大宣传力度、增加经费投入、发挥学生会及社团的作用等措施来促进体育课外活动的开展,培养学生体育锻炼的兴趣,增强学生体质. 相似文献
4.
运用文献资料法、问卷调查法、访谈法等方法对赣南师范学院体育学院非体育专业学生参加课外体育锻炼的情况进行调查.结果显示:绝大部分非体育专业大学生参加课外体育锻炼都是为了娱乐身心和强身健体,且大多数学生都能在课余时间积极参与体育锻炼,每周坚持锻炼两次以上的学生人数接近七成. 相似文献
5.
本文通过文献资料法,问卷调查法,数理统计法对我校学生参加课外体育活动的现状进行了分析。分析结果表明,我校大部分学生对体育活动感兴趣,进行课外锻炼的目的是消遣娱乐、调节情绪和健身健美;学生每周参加体育锻炼的次数比较多,运动强度合理,科学锻炼意识随着年级的增长而增强;女生经常锻炼的项目是散步、慢跑、羽毛球、有氧操、乒乓球,男生经常锻炼的项目是篮球、慢跑、散步、乒乓球、足球;影响我校学生参加课外体育锻炼的主要因素是运动场地器材不足、学习压力大、缺乏应有的组织和指导。建议,适当增加一年级学生的课外锻炼时间;增加器材数量、提高器材质量的同时,加快室内体育场馆的建设步伐;在三年级中,开设体育选修课或多组织大规模体育比赛;增加学生感兴趣的锻炼项目,如女子防身术、定向越野等。 相似文献
6.
王正霞 《黄河科技大学学报》2009,11(3)
运用文献资料法、问卷调查法、数理统计法、逻辑分析法对河南省民办高校在校学生的课外体育锻炼现状进行了调查.结果显示:男生参加课外体育锻炼现状优于女生,男、女生参加课外体育锻炼的动机之间存在非常显著的差异.近4成的学生每周参加课外体育锻炼的时间不足两小时,个别女生除了体育课几乎没参加过任何体育活动.场地器材不足、缺乏运动技术、对运动不感兴趣,是影响河南省民办高校学生参加课外体育锻炼的主要原因.课外体育锻炼对河南省民办高校学生来说具有一定的亲和力,但有待加强;女生的体育意识、体育兴趣以及体育习惯有待提高. 相似文献
7.
课外体育锻炼是阳光体育运动的重要组成部分,是学生接受体育教育的第二课堂。“阳光体育运动”理念下的中学生课外活动应注意把握加强制度管理,开展丰富多彩的体育活动培养学生运动健身理念,激发他们的户外活动和体育锻炼的兴趣;创建学校体育社团,积极组织学生参加社团体育活动及娱乐游戏;拓展运动休闲形式,丰富节假日体育活动。 相似文献
8.
大学生课外体育锻炼是指体育课以外学生所从事体育活动的总和,既包括学生在校内有目的、有计划、有组织地参加体育活动,也包括学生自发的一切校内外体育活动。课外体育锻炼是大学生增强体质、增进健康必不可少的途径。运用问卷调查、文献资料法、实验法、数理统计法进行研究,对大学生课外体育锻炼情况进行调查分析。结果表明：大学生参加课外体育活动的现状不容乐观,无论是周锻炼次数以及活动时间均达不到要求。应通过多方努力,促进大学生的课外体育锻炼。 相似文献
9.
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
10.
11.
Motivation is one of the most psychological topics of this science. It constitutes the very nature of what psychology is about — namely, how people regulate multiple interactions within the world, including themselves. Motivation was and is interpreted very differently, depending on the various theoretical and methodological positions. In this paper the perspective of the so-called socio-cultural or cultural-historical school which was founded by Vygotsky, Lurya, Leontyev and their co-workers will be described with the aim to reveal a number of ideas that might be useful even for research on motivation in our days. However, it is impossible to give a complete picutre of the theoretical and methodological positions of this rich and ramified tradition line here. Thus, the following explanations will be confined to one central part of it, namely the elaborated activity theory, above all, the work of Alexej Leontyev. In this paper, first the concept of activity and then the concept of motivation will be outlined in its theoretical framework. These will subsequently be made concrete with respect to motives of learning activity. Finally, some current perspectives and open problems will be mentioned. 相似文献
12.
Michael S. Fanselow 《Learning & behavior》1982,10(4):448-454
When a rat receives an electric shock delivered to the floor of an enclosure, it reacts with frenzied activity. On shock termination, the activity persists for a brief period of time and then gradually gives way to a period of freezing. Subsequent grid shocks temporarily disrupt freezing, with the length of disruption determined by shock intensity (Experiment 1). The duration of this activity burst depends predominantly on the test shock intensity but not on the training shock intensity. The reverse is true for the probability of freezing, which is positively related to training shock intensity (Experiment 2). Based on this finding, it is argued that the activity burst is a UR, while freezing is a CR. Further support that freezing is a CR is provided by Experiment 3, which demonstrates that a delay, during which the rat is out of the shock-associated context, between the training and testing periods does not disrupt freezing. A topographical analysis of the behaviors making up the activity burst is provided by Experiment 4. The postshock activity burst was composed predominantly of head movement, turning, and rearing. 相似文献
13.
14.
The purpose of this study was to determine whether motor activity, previously assumed necessary to induce imagery in young children's associative learning, actually has to be executed. The results of our experiment with kindergartners clearly suggest not: In conditions where subjects simply planned to the potential motor activity (without executing it), learning was enhanced. Further, the temporal proximity of the planning to the potential motor activity did not prove to be important. These results, combined with those from 2 follow-up experiments, give rise to the speculation--among others--that young children can be "tricked" into imagery generation through appropriately worded instructions. 相似文献
15.
王世堪 《广西教育学院学报》2001,(1):1-3
活动课程与活动教学起源于百年之前.正如西方学人所谓的"理论旅行",在百年的历史行程中,有所扬弃,有所吸收,不断丰富,不断完善,经历了曲折起伏的历程,终于越来越显示出它的价值和生命力.眼下,它正深刻地影响着新世纪的教学改革. 活动课程与活动教学本是作为学科课程的对立面出现的.然而经过长期实践,活动教育思想却深深融合渗透在学科教学之中,并且在改造着学科教学,完善着学科教学.活动课程本身也没有失去自我.她仍具有独立品格,并在不断完善和提高.我们见到,在学科教学中,教师引导学生在他们的主体活动过程中进行学习.学生在主动地猎取知识,而不是消极地等待教师"喂",因而他们小小年纪就有很强的搜集、筛选、加工等处理信息的能力,养成独立探索与发展的能力和意识.而领域十分宽阔的活动课程本身,又能让学生在生产劳动领域、科技探索领域、社会生活领域、文学艺术和体育健身领域等方面,得到更加自由而生动活泼的发展. 相似文献
16.
While environmental argumentation has recently received much attention from science educators, little consideration has been given to how personal identities and social relationships can either support or constrain student argumentation. This study attends to this issue by examining environmental argumentation as a sociocultural activity (how students implicitly create identities and relationships through environmental warrants and claims). By integrating rhetorical and sociocultural analysis of oral discourse, we examine argumentation about environmental dilemmas (problematic scenarios involving animals and the environment). Although students set forth a variety of warrants (social, economic, contextual, biocentric, and expertise‐based), the dilemmas led to distinct forms of argumentation. One dilemma involving a pet iguana fostered non‐adversarial argumentation wherein students identified themselves as animal lovers and cooperative discussants. By contrast, the other two dilemmas (the hypothetical encounter with a fawn in the woods and the observation of classroom lights being unnecessarily left on) led to the unexpected emergence of sexual identities, combative disagreement, and conflict resolution on social rather than rational grounds. The main implication of this study is that it highlights the need for educators to pay closer attention to specific textual elements in the design of environmental dilemmas (types of prompts used, decision‐makers' identities, statements of intentionality and outcome, moral complexity, values of nature, and social representation or cultural images of animals) in order to foster an appropriate and productive sociocultural classroom context for rational and reasoned environmental argumentation to take place without the constraints of unexpected social complications. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 869–897, 2012 相似文献
17.
试论生态旅游环境与生态旅游活动 总被引：5，自引：0，他引：5
生态旅游活动依存于优美的生态旅游环境。生态旅游活动的“三体”与之密切相关。生态旅游所追求的是保留着良好的、始风貌的生态旅游环境,同时也是生态旅游环境的保护;生态旅游资源存在于优美的生态旅游环境之中,生态旅游环境影响生态旅游资源贮量、生态旅游资源利用效应、生态旅游处理效应和生态旅游资源的利用模式、保护模式等,也影响生态旅游产品开发和生态旅游业的运行;生态旅游环境也与生态旅游产品开发、生态旅游服务业密切相关。研究生态旅游环境与生态旅游活动“三体”的关系将有助于生态旅游活动的进一步发展,有助于生态旅游业可持续发展。 相似文献
18.
Deborah G. Ventis 《Early Childhood Education Journal》1992,19(3):32-34
Gardening and children are a natural combination; children love to play in the dirt, and are fascinated by growing things. The benefits of having a garden can go beyond the fresh vegetables and flowers, a lot can be learned in the process. Although skills involved in planting and caring for the garden and acquiring a rudimentary knowledge of biology are obvious benefits, many other cognitive skills can be introduced or reinforced with a garden project.Deborah G. Ventis is Associate Professor of Psychology, College of William and Mary, Williamsburgh, VA. 相似文献
19.
20.
如何激发学生学习兴趣,让学生喜欢生物,自觉地去认识周围的生物世界,是生物教师努力的方向。我认为设法让学生在学习生物的过程中感到一种融人生活的自然、平凡、但又神奇的美感,被生命感动,为生物高兴、快乐起来,学生自然会喜欢生物,则生物学习促进学生成长,培养他们的生物科学素养的目的也就达到。人类具有发现、欣赏、感受美的天性,但过程的自觉性有待教育唤醒和培养, 相似文献