对争抢篮板球技术之探讨   总被引：1，自引：1，他引：0  

陈浩 《体育成人教育学刊》2003,19(4):77-78

以2001～2002年甲A男篮的12支球队为研究对象，运用观察法、数理统计法等探讨了篮板球技术的特点、组织要求以及篮板球意识、判断能力的培养等问题。  相似文献   

对乒乓球战术训练的研究   总被引：1，自引：0，他引：1  

贾建学  常建华 《山西师大体育学院学报》1995,(2)

本文着重研究战略和战术运用的方法,以提高临场作战能力,使运动员在复杂多变的比赛中,根据对手不同特点,灵活使用各种战略战术,克敌制胜。  相似文献   

体育群体对培养大学生体育意识和能力的互动研究   总被引：1，自引：0，他引：1  

张铁雄 《北京体育大学学报》2003,26(2):216-217

体育群体作为高校体育改革发展的产物 ,在学校课外体育活动中迅速发展 ,这种个性化自由组合的群众体育组织 ,是高校课外体育活动中新的组织形式。通过对高校课外体育群体在培养和提高大学生体育意识与能力方面进行了研究 ,旨在探索高校体育改革在新形式下的新途径。  相似文献   

意念健身术之研究   总被引：5，自引：0，他引：5  

胡伟  高凤山  陈海燕 《山西师大体育学院学报》2005,20(3):120-122

人与动物本质区别在于人类拥有“意识”。也正是因为有了意识，人类才得以能动地认识世界和改造世界。在认识、改造世界的历程中，人类找到了一种运用自身思想意识来发展、完善自己的方法——意念健身术（即人们运用意识来控制自己的身心活动，从而进行身体锻炼及修养品德的一种健身方法）。对这种古老的健身方法的历史起源、本质属性及科学机理等进行探索，有利于我们寻找其在现代社会中的价值意义以及更好地运用其价值。  相似文献   

谈英语教学中文化意识的培养   总被引：1，自引：0，他引：1  

韩明现 《山东教育学院学报》2004,19(5):50-52

本文从现实中学生所犯交际失误的分析出发，结合理论的探讨，对英语教学中学生文化意识的提高提出了一些培养途径。  相似文献   

Factors Associated with High Standards of Spelling in Years R-4     

Peter Daw  Jenifer Smith  Sally Wilkinson 《English in Education》1997,31(1):36-47

This article is based on a discussion document written for all schools in Suffolk, England by the English advisory team. It resulted from a small-scale survey of nine schools where results for National Curriculum test AT4 (Spelling) in 1994 and 1995 were particularly high. This in turn stemmed from concerns raised by monitoring local education authority results in this aspect of English and aimed to uncover common factors in these schools' approaches to teaching spelling and supporting pupils' development in this skill. The key factors indicated by the survey included the systematic teaching of both spelling patterns and phonics; the fostering of early independence in writing and reading; regular learning of spellings at home and effective partnership with parents in this; regular testing; effective short teaching sessions on spelling, and differentiation based on high expectations of all pupils.  相似文献   

Development of lexical tone awareness in Chinese children with and without dyslexia     

《Contemporary educational psychology》2017

This paper describes two studies that examined the lexical tone awareness of Chinese children both with and without dyslexia at different primary school ages.Study 1 examined the contributions of lexical tone awareness to distinguish children with and without dyslexia with respect to their Chinese character reading skills. Two hundred and seventy Chinese children participated in Study 1. Ninety of these were children with dyslexia (equally recruited from second, fourth, and sixth grades). Moreover, ninety children functioned as a chronological-age control group, and an additional ninety children functioned as a reading-level control group. The participants were tested for nonverbal intelligence, Chinese character reading, and cognitive-linguistic skills and lexical tone awareness. Our results revealed a later developmental ceiling in Chinese children with dyslexia than in those without dyslexia. Furthermore, children’s lexical tone awareness could serve to distinguish children with dyslexia from typically developing children in all primary school years.Study 2 compared the lexical tone awareness and Chinese character reading skills of Chinese children with dyslexia both before and after introducing the Perceptual Training Method. The participants in this study consisted of all the participants with dyslexia from Study 1, and the measurements were the Chinese character reading test and the lexical tone awareness task from Study 1. Our results revealed that only second-grade children with dyslexia gained substantially from the training on both lexical tone awareness and character naming, whereas those in the fourth grade obtained a significant improvement only on lexical tone awareness.  相似文献   

Shaping global teacher identity in a short-term mobility programme     

Donna Tangen  Deborah Henderson  Jennifer Alford  Erika Hepple  Amyzar Alwi  Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38

This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity.  相似文献   

The effects of syllable instruction on phonemic awareness in preschoolers     

Teresa A. Ukrainetz  Janae J. NusplKimberly Wilkerson  Sarah Rose Beddes 《Early childhood research quarterly》2011,26(1):50

Purpose

Preschooler instruction for speech sound awareness typically teaches a progression of speech units from sentences to phonemes, ending at simple first phoneme activities. This study investigates the effects of teaching advanced tasks of phoneme blending and segmenting with and without the larger speech unit of the syllable.

Method

Thirty-nine 4-5-year-old typically developing children received twice-weekly small-group instruction in three conditions: two weeks of syllable tasks then four weeks of multiple phoneme tasks (SP), four weeks of multiple phoneme tasks only (MP), or an active control condition of first phoneme instruction (FP).

Results

The conditions SP and MP showed large significant gains on blending and segmenting and no significant differences on first phoneme isolating compared to the FP condition. A comparison of SP and MP did not show significant differences on phoneme blending and segmenting, but SP showed significantly more confusion during early sessions of phoneme instruction.

Conclusion

This preliminary evidence suggests that preschoolers can improve understanding of phoneme blending and segmenting, without first being taught syllable blending and segmenting, and with no negative effects on first sound awareness. These findings support a more efficient way of teaching preschoolers awareness of the individual sounds of speech. Replication with a larger sample, including children at-risk for literacy difficulties, is recommended before firm conclusions should be drawn.  相似文献   

Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement     

Claire Cameron Ponitz  Sara E. Rimm-Kaufman 《Early childhood research quarterly》2011,26(2):157

This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten.  相似文献