足球守门员防守传中球技术运用的探讨     

胡小武 《荆门职业技术学院学报》2007,22(12):89-92

文章对某高校各院系足球队守门员防守传中球技术运用的情况进行了分析研究。通过对守门员防守传中球技术运用特征的分析,探讨了如何提高守门员防守传中球技术的合理性,为训练和比赛提供参考,同时也为培养高质量守门员后备人才提供依据。  相似文献   

论邓小平理论的青年观     

赵江永 《渭南师范学院学报》2006,21(3):40-42

以邓小平理论青年观为指导,对青年思想教育工作从四项基本原则、科学理论、爱国主义、现实国情等方面加以教育引导,可以帮助青年在改革的时代树立正确的世界观和人生观。  相似文献   

The urban and the natural in education reform: the development of Hamburg Schullandheime (rural school hostels) in the 1920s     

Christine Mayer 《History of education》2020,49(4):459-475

ABSTRACT

The desire to be close to nature and live in tune with it grew as industrialisation, urbanisation and the impact of technology became increasingly ubiquitous at the turn of the twentieth century. Throughout Europe, model schools were established in rural environments. These private reform schools could not solve the problems of public urban schools. Founded on the initiative of teachers and parents, the Schullandheim (rural school hostel) emerged as a new form bringing urban education and schooling close to nature after the First World War in Germany. Even if related pedagogic activities developed at that time in other countries there is no evidence for comparable institutions. Besides tracing the development of Schullandheime, the article shows how the school hostel idea was embedded in the contemporary educational discussion about the influence large cities had on youth and explores the educational and cultural differences within the school hostel movement through the use of visual material.  相似文献   

欧洲足球:引领世界足坛的潮流——第11、12届欧洲杯足球赛分析与探讨     

刘斌 《周口师范学院学报》2007,24(2):120-122,137

运用观察统计、资料分析等方法,对第11、12届欧洲杯足球赛比赛情况进行分析与探讨,发现导致进球的主要区域、主要手段以及进球时段,探讨如何进行针对性防守,为比赛与训练提供借鉴与参考.  相似文献   

基于自我效能感理论的体育专业女子足球教学实验研究   总被引：1，自引：0，他引：1  

马晓军 《洛阳师范学院学报》2008,27(2):135-137

运用自我效能感理论,采用文献资料法、问卷调查法、实验对比法和数理统计法,在体育专业女子足球教学中进行培养和激发学生及教师自我效能感的实验研究。结果表明,实验班成绩优于对照班,且有非常显著性的差异;在女子足球教学中培养和激发学生及教师的自我效能感,可以有效的提高足球教学的效果和女学生的成绩。  相似文献   

“Drag Me to the Asylum”: Disguising and Asserting Identities in an Urban School     

Jennifer McCormick 《The Urban Review》2003,35(2):111-128

In many inner-city high schools, students face violence on a regular basis. Authorities contain and curtail the use of weapons and other acts that threaten the individual and the functioning of the institution. These attempts to create a safe environment separate students, who are largely black working class and poor, into criminal and noncriminal categories, creating a labeling system that denies complex individuality. In this article, I demonstrate how teens reaffirmed and subverted harmless/dangerous labels by disguising themselves and creating personas through the use of clothing, graffiti, and poetry. These forms of communication allowed them to achieve anonymity, assert violent identities, and resist dehumanization. Ultimately, I analyze how poetry became a means to explore individual interests, fears, and fantasies. Through personification and metaphor, students articulated and elided psychological and physical constraints despite the monolithic labels of school. Their work often conveyed a subtlety that subverted institutional categories that otherwise reduced them to a single identity. Drag Me to the Asylum emerged from research conducted in and outside a large urban high school. From 1992 until 1997, I collected student poetry, listened to the stories of students and school staff, and taped over 100 hours of unstructured interviews with students and teachers.  相似文献   

Teachers’ racialised habitus in school knowledge construction: a Bourdieusian analysis of social inequality beyond class     

Dan Cui 《British Journal of Sociology of Education》2017,38(8):1152-1164

This article examines the school experiences of Chinese Canadian youth, a population often ignored by the academy under the model minority discourse. Drawing on Bourdieu’s theoretical insights, I raise and discuss the concept of teachers’ racialised habitus. I explore how teachers’ racialised habitus structures their practices of knowledge construction via formal and hidden curricula, and how it consequently affects Chinese Canadian youth’s identity construction. I argue that habitus, as an important theoretical tool that links the social and the individual as well as past, present and future, can also be used to study other forms of social inequality beyond class. This article makes both theoretical and empirical contributions to the research on habitus by highlighting teachers’ racialised habitus in relation to the perpetuation of racism in the educational field.  相似文献   

The farm as an educative tool in the development of place attachments among Irish farm youth     

Anne Cassidy 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):389-401

ABSTRACT

This paper focuses on the educative role of the farm in the development of relationships between young people and the homeplace they grew up on. The paper is based on qualitative interviews with a cohort of 30 Irish university students (15 men and 15 women) brought up on Irish family farms who would not become full-time farmers. The farm acts as an educational tool through which broader cultural and familial norms of land ownership, succession and affiliations with the land are transmitted to the next generation. This is manifested through, for example, the creation of foundational stories about their forebearers’ influence on the physical appearance of the farm. The resulting place attachments are of profound depth and serve a key role in the succession process in helping to build a sense of duty and responsibilisation into the next generation’s relationship with the landholding.  相似文献   

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health     

Larisa T. McLoughlin  Barbara A. Spears  Carmel M. Taddeo  Daniel F. Hermens 《Psychology in the schools》2019,56(6):945-958

It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying.  相似文献   

“Strap up:” Sexual socialization and safer sex practices among African American youth in foster care     

《Child abuse & neglect》2019

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