对体育科技期刊栏目设置的探讨   总被引：3，自引：1，他引：2  

《北京体育大学学报》编辑部 《北京体育大学学报》2002,25(6):757-759

体育科技期刊栏目的设置是办好科技期刊的一项重要工作.查阅了我国13个体育科技期刊栏目的设置,并以<北京体育大学学报>的栏目设置作为研究对象,进行了学术性探讨,认为原设置的"体育社会科学"、"体育心理学"、和"运动人体科学"都是合适的,仍应保留;可否将"统计与体质"改为"体质调研与运动员选材"栏目,"体育教学"改为"学校体育与体育教学"栏目,"运动训练"改为"竞技体育(或奥林匹克)与运动训练"栏目;建议增设"专题论坛"和"群众体育(或社会体育)与体育锻炼"栏目;另外,有的新的学术研究领域论文或上述栏目中的热点课题,也可以集中放在科技期刊临时设置的栏目中.  相似文献   

高校田径短跑运动员的专项技术训练     

蒋健保  赵月香  郑建岳 《西安体育学院学报》2003,20(3):72-74

针对目前高校田径短跑运动员的实际,论述了"技术训练"在提高运动员专项素质与专项成绩过程中的重要性及理论依据。实验结果显示,10名受试者的专项素质与专项成绩均有较大幅度的提高。  相似文献   

深化体育课程改革 提高体育教学质量——安徽大学实行一、二年级专项课教学改革实践与经验总结   总被引：2，自引：0，他引：2  

宋旭 《沈阳体育学院学报》2003,(3):66-67

在总结一年级普修、二年级专项选修的教改经验基础上 ,安徽大学试行了从一年级开始就分专项选修、进行两年专项课学习的课程设置模式。通过实践证明在学生技能形成、兴趣培养、充分发挥教育资源功能等多方面取得了较好效果 ,特别对形成“健康第一”理念和实现“终身体育”目标起到了积极推动作用。  相似文献   

民营图书馆的界定、类型与研究现状   总被引：12，自引：2，他引：12  

张广钦 《图书情报工作》2007,51(1):6-10

针对我国民营图书馆开展专门图书馆学理论研究尚未出现的状况，本着明确民营图书馆的界定、民营图书馆类型及其研究现状，分别从三个方面向读者展示民营图书馆研究的几个主要领域，从而明确民营图书馆的内涵及外延，为进一步加强对民营图书馆的研究打下基础。  相似文献   

我院体育教育专业体操专修课程的改革   总被引：2，自引：0，他引：2  

严爱平  陈锡尧  刘亚娟  陈新熙  张海莉 《上海体育学院学报》1998,(4)

采用调查访问及教学观察等方法,对体育教育专业体操专修课程进行改革。结果显示,通过改革,初步建立了适应社会需求的多能一专的体操专修课程体系,形成了短课时、小板块的新颖模式,收到了较好的实际效果。  相似文献   

运动员早期训练的运动素质与运动技术初探     

韩春利  孙普海 《中国体育科技》1998,(12)

本文以我国运动员早期训练实践现状为基础,围绕运动素质与运动训练中存在的问题,提出“二者并重,全清发展,系统训练,手段多样”的素质与技术训练原则。着重阐述了早期训练中一般、专项运动素质与运动技术训练间的宏观比例和运动素质发展敏感期间素质与技术训练等问题,旨在为运动员的早期训练提供理论依据。  相似文献   

牵引状态下点振为主治疗脊柱病变的临床研究     

LUO Cheng  YANG Jun- xiong 《铜仁职业技术学院学报》2007,(3)

目的:观察牵引状态下点振为主与常规牵引推拿治疗脊柱病变的疗效差异。方法:治疗组采用牵引时同时点、按、振等手法为主,辅以针刺,对照组采用常规牵引、推拿、针刺治疗,两组进行比较。结果:治疗组治愈率为75%,对照组治愈为52%,有显著差异性(p<0.05)。结论:本治疗不但效果明显优于对照组,而且疗程较对照组短。  相似文献   

Deciding to provide a 'reader' in examinations for the General Certificate of Secondary Education (GCSE): questions about validity and 'inclusion'     

Kevin Woods 《British Journal of Special Education》2004,31(3):122-127

In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) was designed as an 'inclusive' qualification, access to which has been supported by providing a 'reader' to some candidates during examinations. A candidate reading age criterion of ten years has been employed by the GCSE awarding bodies to determine eligibility for this provision. In this paper, Kevin Woods, a member of the Educational Support and Inclusion Research and Teaching Group in the Faculty of Education at the University of Manchester, examines the rationale and evidence for adopting this criterion and describes an investigation of the reading needs of a cross-sectional sample of 38 GCSE examination candidates in trial examinations. The investigation found a low level of candidate need for a reader, with candidate reading age and self-prediction being unreliable indicators of this need. Kevin Woods highlights the implications for the assessment process used to determine eligibility for a reader in GCSE examinations and pays particular attention to the feasibility and validity of including all students as eligible.  相似文献   

Looking back on school – the views of adult graduates of a residential special school for children with emotional and behavioural difficulties     

Garry Hornby  Chrystal Witte 《British Journal of Special Education》2008,35(2):102-107

The authors of this article, Garry Hornby and Chrystal Witte, conducted a follow-up study with adult graduates of a residential special school for children with emotional and behavioural difficulties in New Zealand. Twenty-one graduates were located and interviewed ten to 14 years after they had left the residential school. The interviews focused on various factors related to the graduates' quality of life (reported elsewhere) and on their views of their education, both at the residential school and at mainstream schools, which are reported in this paper. It was found that these adult graduates were overwhelmingly positive about the support they received while at the residential school. They talked, for example, about the help they received in addressing their learning and behavioural difficulties. However, they were consistently negative with regard to their experiences of mainstreaming. For example, respondents noted the lack of understanding that they experienced from mainstream teachers. In drawing out the implications of the findings from this study, Garry Hornby and Chrystal Witte suggest that one factor which could result in improving outcomes for these students is better special needs training for teachers in mainstream schools.  相似文献   

RESEARCH SECTION: The self‐esteem of pupils in schools for pupils with social,emotional and behavioural difficulties: myth and reality     

Jeremy Swinson 《British Journal of Special Education》2008,35(3):165-172

The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers.  相似文献