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141.
对第九届全运会武术套路决赛运动员南拳指定动作的完成质量进行研究，统计其失误率及扣分要项，并对造成失误的原因及其影响因素进行分析。针对现状指出相应对策，为竞技武术套路训练和竞技水平的提高提供一些有益参考。 相似文献
142.
浅谈音乐在武术套路训练中的作用与配用方法 总被引：5，自引：0，他引：5
音乐在武术套路中不仅能影响运动员的肌体,感染运动员的情绪,使运动员很好的进入状态,展现出武术的“精、气、神”,而且能够促进运动员训练疲劳后的恢复。为武术套路训练配用上合适的音乐,需要讲究一定的方法技巧。将音乐与武术套路训练相结合,不仅可以完善武术套路的“新、美”内容,提高欣赏性和艺术性,更能推动竞技武术套路训练的普及。 相似文献
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144.
武术是中华民族传统的健身体系,充满着东方古典文化的神奇美丽。武术套路是几个动作的组合群。文章运用文献资料研究方法,对武术套路中的创新动作的形成、发展及作用进行了研究,结论认为:套路动作的不断创新是武术套路得以发展的关键。 相似文献
145.
在美国中小学汉语教学管理工作中,汉语教师在班级内建立一系列日常事务惯例非常有必要。汉语教师应认识到,惯例可以用于预防课堂管理问题的产生,帮助建立井然有序的课堂结构,从而提升课堂管理效果和教学效果。汉语教师需要提前做好准备工作,从学年的第一天开始按照解释、演练和强化的顺序在班级内建立连贯、简单、可协商的惯例,用惯例对学生进行管理,从而培养积极的学习氛围和稳定的管理方式。 相似文献
146.
文章主要采用问卷调查法、文献资料法、专家访谈法、数理统计法等研究方法,对江西省竞技武术套路后备人才培养现状和影响因素进行深入调查和分析,针对目前江西省竞技武术套路后备人才培养中所出现的问题,构建出江西省竞技武术套路后备人才培养模式。 相似文献
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文章从全国及世界武术套路男子冠军运动员的身材、先天素质、运动能力、个人优势、意志品质及运动员的心理、生理等多种因素来分析他们选项取胜的诀窍之处,为现今教练员、男子运动员提供科学的参考依据。 相似文献
148.
Angela K. Salmon 《Early Childhood Education Journal》2008,35(5):457-461
Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author
embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering
the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to
engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating
teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking
visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines
build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive
and critical thinking skills which make them more alert to situations that call for thinking. 相似文献
149.
Adopting new teaching practices, like the ‘flipped classroom’, disrupts organizational routines within the university. This paper examines flipped classroom implementation from the perspective of four stakeholder groups students, instructors, administrators, and managers), using an organizational routines lens. Disrupting established routines created risk, decreases coordination and shared understanding, and increases time and cognitive load for stakeholders. We conclude that seemingly minor innovations in teaching delivery can have major and disruptive implications for the wider institution. 相似文献