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51.
体育游戏是体育教学的内容,也是体育教学的有效方法,它的运用有助于体育运动兴趣的培养。体育游戏奖惩方法的实施得当与否,直接关系到学生体育技能学习态度和体育技能掌握情况。本文运用文献资料法、逻辑分析法、观察法、实践验证法对体育游戏奖惩方法进行研究,发现现在体育游戏的奖惩方法较为单一、只注重体育游戏中输方的惩罚而忽略对赢方的奖励、奖惩形式注重对单个人进行而非团体等问题,本文依据现实情况,对体育游戏方法进行创新,提出了新的团体体育游戏奖惩方法,即"两列横队"奖惩办法,包括两列横队击打失败者惩罚法、两列横队欢迎凯旋归来者奖励法及两者的综合运用,并在体育教学实践中进行实践和验证,有效的解决了当前的体育游戏奖罚办法的问题,促进了体育游戏的良好开展和体育教学情况的改善,这有助于体育教学最佳化的实现。 相似文献
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女性对内衣的诉求,以前只在乎产品的品牌价格、来源或保证,但现在的女性开始重视产品设计与功能,甚至可以将内衣当作外衣来穿,现在女性对内衣的诉求会对内外部线索均考虑。女性内衣原是以功能为出发点,而今,在电视广告或是相关女性内衣的报导中,女性内衣功能的考虑已成为基本条件。该研究将以女性内衣为例,探讨女性消费者持续购买内衣品牌的考虑因素,并从内外部线索加以分析。研究中使用了SPSS与AMOS软件来验证研究理论模型,实证结果显示内部线索(款式)→态度忠诚度、外部线索(产品形象、服务)→态度忠诚度、外部线索(产品形象、服务)→行为忠诚度这五条路径都成立;其它路径都不成立。最后,根据研究发现提出实证结果与建议。 相似文献
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本研究采用学习动机量表和威廉斯创造力倾向量表,对大学生的学习动机和创造力倾向的特点以及二者之间的关系进行了研究。使用问卷调查280名大学生,并从中选出240名有效问卷。研究结果表明：在学习动机水平上,男女生在总分上不存在显著差异,但在外生动机的依赖他人评价和追求回报两因子上均存在显著差异;大学生创造力倾向在性别上存在差异,男女生在创造力总分上存在显著差异,女生的创造力倾向要强于男生;学习动机总得分与创造力倾向总得分存在显著相关,并且内生动机对创造力倾向的影响高于外生动机;学习动机内生主导型的学生其创造力倾向得分显著高于学习动机外生主导型的学生。 相似文献
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随着社会经济、政治不断地向前发展，公民的整体素质逐渐的提高。同时，政府成本意识的强化和公民监督意识的加强；当前我国政府运行机制的落后、效率低下、办事拖拉、不负责任等种种现象严重阻碍了整个社会生产的效率，这就有必要对政府的管理模式进行改革。绩效管理被引入政府管理模式中并被认为是政府管理模式的关键环节而逐步推行． 相似文献
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Higher education and attainment of policy goals: Interpretations for efficiency indicators in Israel 总被引：1，自引：0，他引：1
Iris Geva-May 《Higher Education》2001,42(3):265-305
This study concerns identification of policy aims and goals in Israeli Higher Education (HE) and an analysis of efficiency indicators to determine the extent and nature of HE policy goal attainment at the Israeli universities. Overall, these indicators, be they quantitative or qualitative, point to major developments in the Israeli HE system in both national and international comparative terms. The aims and related efficiency performance indicators identified and used in this study are normative and their analysis follows conceptualizations of efficiency assessment. They are in line with orientations of quality as bound up with values and fundamental aims relating to fitness for purpose (Ball 1985; Williams 1991; Barnett 1989, 1992; vanVught 1994) and pertain mainly to the individual universities' perceptions and priorities. The analysis model also adopts conceptual approaches used in studies of HE quality by the Planning and Budgeting Committee of the Israeli HE Council, as well as those conducted in England, Scotland, and the Netherlands, and by the OECD. As such, the analysis model as well as the findings identified in this study lend themselves to comparative HE policy analysis in a global perspective. 相似文献
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Isabeau Iqbal 《Teaching in Higher Education》2013,18(5):557-569
This study draws from 30 semi-structured interviews with tenure-track faculty members in a research-intensive university to examine their lack of engagement in the summative peer review of teaching. Findings indicate that most academics in the study do not think peer review outcomes contribute meaningfully to decisions about career advancement and believe that, in comparison, student evaluation of teaching scores matter more. The findings suggest that faculty member resistance to summative peer reviews will persist unless academics are confident that the results will be seriously considered in decisions about tenure and promotion. This article also contends that senior administrators should provide further clarity about the purpose and use of peer review outcomes in high-stakes career decisions. 相似文献
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Ray W. Cooksey Peter Freebody Claire Wyatt-Smith 《Educational Research and Evaluation》2013,19(5):401-434
In this paper, we analyse teachers' judgments of students' written texts. We document how teachers use evidence in ways that depend both on their knowledge of the students and on the assessment framework they need to use. We analyse teachers' judgments by contrasting the structures of assessments made using teachers' normal classroom judgment processes with those made using an external set of “benchmark” standards. We show how the tension between demands for system-wide assessment validity and localised contextually sensitive site validity impacts on the richness and consistency of the judgment processes. We conclude that current understandings of teacher judgment processes that operate in everyday assessment practices generally fail to account for the complexity and dynamism of this routine classroom activity. Furthermore, we demonstrate that the methodology of judgment analysis, combined with think-aloud protocols, has the potential to shed light on the complexities associated with the operation of judgment in educational assessment. 相似文献
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Symeon P. Vlachopoulos Costas I. Karageorghis Peter C. Terry 《Research quarterly for exercise and sport》2013,84(4):387-397
Abstract The present study examined the link between motivation profiles among adult sports participants and the consequences of enjoyment, effort, positive and negative affect, attitude toward sport participation, intention to continue sport participation, satisfaction, and frequency of attendance in sport. Two samples of participants (n = 590 and n = 555) completed the Sport Motivation Scale and a range of self-report measures to assess the outcome variables. Exploratory cluster analyses applied to Sample I and confirmatory cluster analysis applied to Sample 2 identified two clusters of sport participants. The first comprised participants with high scores on both nonself-determined and self-determined motives. The second comprised participants with high scores on self-determined motives but low scores on nonself-determined motives. Participants in the first cluster scored higher on all outcome variables. The results are discussed with reference to a more in-depth understanding of the motivation dynamics of sport participation based on Self-Determination Theory. 相似文献
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奖励在课堂英语教学中的应用 总被引：1，自引：0，他引：1
徐璐 《苏州教育学院学报》2009,26(2):106-109
借用组织行为学中的一些理论,从奖励的种类、期望理论、公平理论三个方面对奖励在课堂英语教学过程中应用的有效性进行探讨。另外,从语言习得的社会性和动机本身的复杂性角度出发,分析了奖励手段运用的有效性。 相似文献