网球精英运动员赛间训练调控影响因素SEM分析     

汤国进  邹克宁 《武汉体育学院学报》2020,54(9):86-94

为定量解释精英运动员重大比赛期间竞技状态显性和隐性影响因素间相互关系，运用文献资料、层次分析、模糊评价、数理统计等研究方法，基于国家队、省市运动队295名网球教练员、运动员调研数据，提出精英网球运动员重大比赛期间竞技状态影响因素假设命题，再引入SEM概念模型，对假设命题进行验证。结果表明：（1）竞技状态SEM概念模型中，体能训练整合度、技能训练整合度、心智训练整合度、适应度与保障度可作为隐性自变量，且均对竞技状态因变量有正向影响作用，H₁、H₂、H₃、H₄假设命题得到验证；（2）经SEM检验，依影响因素权重，精英网球运动员赛间竞技状态调控依次表现为技能训练整合度、心智训练整合度、体能训练整合度、适应度与保障度；（3）精英网球运动员的参赛表现，虽主要取决于竞技训练因子，但对于适应度与保障度中自然环境、社会环境和规程规则等非训练因子，同样不容忽视。  相似文献   

扬州市邗江区羽毛球培训市场发展现状与对策研究     

刘大正 《体育科技文献通报》2020,(2):93-95,108

本文采用文献资料法、问卷调查法、数理统计法,对扬州市邗江区羽毛球培训市场的现状进行调查研究,探讨羽毛球培训市场健康可持续发展对策。以期为促进扬州市羽毛球运动和区域经济的发展提供参考。研究结果表明:扬州市邗江区羽毛球场馆以中小型为主,场地材质多为塑胶场地,收费标准较为合理,培训对象多为青少年,教练员男女比例失调,以中青年为主,学历层次多为本科且多以兼职为主;为了更好的促进扬州市邗江区羽毛球市场的发展,应加强场馆硬件设施建设,提升场馆服务质量;注重高水平人才队伍建设;制定价格标准,保证市场健康发展;制定价格标准,保证市场健康发展。  相似文献   

Positioning participation in the NGSS era: What counts as success?     

Laura Zangori  Rachel J. Pinnow 《科学教学研究杂志》2020,57(4):623-648

The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge.  相似文献   

Science capital or STEM capital? Exploring relationships between science capital and technology,engineering, and maths aspirations and attitudes among young people aged 17/18     

Julie Moote  Louise Archer  Jennifer DeWitt  Emily MacLeod 《科学教学研究杂志》2020,57(8):1228-1249

We previously proposed that science capital (science-related forms of cultural and social capital) can be used as a theoretical lens for explaining the patterned nature of aspirations and educational participation among young people aged 11–16. Building on these findings, the present article investigates whether science capital is related to post-18 aspirations to pursue further STEM study and whether science capital can be extended to related disciplines including engineering, maths and technology. Specifically, we report on correlational analyses exploring the relationships between science, technology, engineering and maths attitudes and science capital. Drawing on data from a new survey of 7,013 17/18 year old English secondary school students, analyses showed that science capital, while strongly related to engineering and physical science future study aspirations, was not strongly related to the pursuit of either maths or technology postsecondary study. The findings also suggest that engineering and maths attitudes have a stronger relationship to science capital than attitudes relating to technology. We conclude with a discussion of the implications of these findings and propose that science capital might be more usefully applied to “SEM,” with links to technology fields and aspirations needing further exploration.  相似文献   

Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study     

《Studies in Educational Evaluation》2020

Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial.  相似文献   

湖南省少儿花样游泳业余训练现状调查及对策     

傅燕 《湖北体育科技》2020,(1):77-80

少儿花样游泳业余训练是推动花样游泳项目整体发展的基础。本文通过查阅文献资料、问卷调查和实地走访等方法,从教练员、队伍分布、满意度和训练情况、基础场地器材情况等方面对湖南省少儿花样游泳业余训练现状进行研究分析。研究得出:存在项目布局不完善,区域发展不平衡、教练员队伍整体素质有待提升、运动员队伍需适当扩大等方面问题和不足。并提出了应当学习先进经验,不断完善相关政策、不断加强教练员队伍建设,设计制定合理业余训练竞赛体系、及时宣传报道等相关对策。  相似文献   

Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices     

《Teaching and Teacher Education》2020

This meta-analysis aggregates effects from 10 studies evaluating professional development interventions aimed at qualifying in-service teachers to support their students in mastering academic language skills while teaching their respective subject areas. The analysis of a subset of studies revealed a small non-significant weighted training effect on teachers’ cognition (g’ = 0.21, SE = 0.14). An effect aggregation including all studies (with 650 teachers) revealed a medium to large weighted overall effect on teachers’ classroom practices (g’ = 0.71, SE = 0.16). Methodological variables moderated the effect magnitude. Nevertheless, the results suggest professional development is beneficial for improving teachers’ practice.  相似文献   

新课标下英语口语交际能力的培养探究     

苏东阳 《成才之路》2020,(8):58-59

培养学生良好的英语口语交际能力,能够有效提升学生学习英语的兴趣,促使学生更好地在生活中应用英语。文章对培养学生英语口语交际能力的意义及其策略进行探讨。教师要营造轻松的学习氛围,实施鼓励教育;设置英语学习语境,模拟母语环境;利用教学工具辅助教学;将英语学习融入生活,拓展学习方式。  相似文献   

Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials     

Jeanne L. Brunner  Fouad Abd-El-Khalick 《科学教学研究杂志》2020,57(2):154-183

This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials.  相似文献   

Comparison of 10 vs. 20 min neuromuscular training for the prevention of lower extremity injuries in male youth football: A cluster randomised controlled trial     

Anna Lina Rahlf  Astrid Zech 《Journal of sports sciences》2020,38(19):2177-2185

ABSTRACT