中国大学生篮球联赛球队科学化训练研究     

徐建华  方千华 《体育科学研究》2014,(3):53-57

为了快速提高中国大学生篮球联赛球队的科学训练化水平和培养更多的篮球后备人才,运用文献资料法、专家访谈法等研究方法,借鉴美国NCAA球队的先进理念对中国大学生篮球联赛球队的科学化训练问题进行深入研究。研究表明:中国大学生篮球联赛球队科学化训练的前提是对专项特征的再认识,科学化训练的关键是训练质量的保证,科学化训练的保障是多学科知识和技术的综合运用。建议提高CUBA篮球队科学化训练水平的出路在于四个方面:一是CUBA教练要建立自己的篮球哲学;建立大训练观的执教理念——重视场内外一体化;继续加强国际交流的发展战略;发挥高校的科研优势。  相似文献   

我国优秀铁饼运动员专项力量指标与专项成绩的PLS1模型   总被引：2，自引：0，他引：2  

马勇占 《天津体育学院学报》2005,20(1):25-27

通过对我国20名优秀铁饼运动员专项力量指标与专项成绩的PLS1回归分析,结果表明铁饼运动员专项素质由专项投掷能力、最大力量和下肢爆发力三个递进的层次构成。专项投掷能力对专项成绩的影响最大,其次为最大力量和下肢爆发力。铁饼运动员专项力量素质指标与专项成绩的PLS1模型的精度较高,可用来检查和评价运动员专项力量素质发展水平及预测专项成绩。PLS1回归分析是解决运动训练中小样本、多指标且共线性复杂条件下回归建模的一个非常有效的方法,并为定量研究运动员身体素质指标与专项成绩之间的复杂关系提供了可行的技术方案和备选工具。  相似文献   

高中化学新旧教材（人教版）实验内容的比较研究     

潘淇  朱万强  王曼丽  伍远辉  张海 《科教文汇》2014,(17):186-187

本文从不同角度对课改前后中学化学课程实验内容设置进行比较研究,从中探出高中化学（人教版）新老教材中实验内容及栏目设置的不同,了解其是如何体现学生主体地位的,从而把握教材要领,掌握当代化学教学的趋势和规律。  相似文献   

The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study     

Andrew J. Holliman  Jane Hurry 《教育心理学》2013,33(6):719-733

Reading Recovery (RR) is an intensive one-to-one reading intervention programme designed for five- to six-year-old children who are the lowest literacy achievers after one year of formal tuition. RR has been shown to have impressive effects in the short-term, particularly on those measures tailored to, and designed for, the programme. However, less is known about the programme’s long-term effectiveness. The present study followed up at the end of Year 4: 120 comparison children, 73 children who had received RR three years earlier, and 48 children in RR schools who had not received RR. We found that the children who had received RR achieved an average National Curriculum (NC) level of 3b in reading which indicates being on track for Level 4 at the end of Key Stage 2. The comparison children were on average at Level 2a in reading, significantly lower than the RR. RR children were also significantly less likely than comparison children to be identified as having a special educational need at the end of Year 3. These findings indicate that effects of the RR programme are still apparent three years post-intervention.  相似文献   

Children's Experience in the Playground     

Martin Ashley 《Pastoral Care in Education》2013,31(1):20-27

This paper reports on an investigation carried out in a ‘key’ secondary school in Shanghai. This investigation is set in the broader context of current developments in Chinese Education. Perhaps the first surprising discovery is that the affective aspects of education are seen as highly significant in these developments. Given the vast numbers involved and great regional differences, what is described here is likely to be only representative of the best practice. The particular focus of this paper is on the multifaceted role of the class teacher. The second surprise is that though there are great differences, not least in the politicization of education, there are striking parallels with English education and there are some instances where the class teacher’s practice as described here is in advance of many of their English counterparts.  相似文献   

Critical discourse analysis and inclusive educational policies: the power to exclude     

Anastasia Liasidou 《教育政策杂志》2013,28(5):483-500

The legislative shift towards an inclusive education policy in Cyprus has allegedly been fragmented and contradictory. The textual hybridity of the ostensibly more inclusive policy documents prevents the realization of an inclusive discourse. Critical discourse analysis (CDA) is proposed as an emancipatory research tool that has the potential to destabilize the authoritarian discourses entrenched in educational policy agendas, thereby facilitating the linguistic and, by implication, conceptual reinstatement of inclusion as a notion that unequivocally advocates the protection of the human rights of children with special educational needs (SEN). In the first section, the article concentrates on the theoretical perspectives of CDA within the context of inclusive education policymaking. For illustration purposes, CDA is used here to expose the power/knowledge grid and its subjugating attributes, enshrined in two official legislative documents. The aim is to answer the following questions: (1) In what ways does the legislative document construct and sustain asymmetrical power relations? (2) In what ways are children with SEN constructed and positioned? and (3) In what ways are children’s human rights silenced? The next section is given over to the criticisms of CDA, whilst the final section raises some issues and identifies some problems in relation to the value of CDA as an emancipatory research tool.  相似文献   

Nurturing social and emotional development in gifted teenagers through young adult literature     

Thomas P. Hébert  Richard Kent 《Roeper Review》2013,35(3):167-171

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Values and Needs of Children With and Without Special Educational Needs in Early School Years: A Study of Young Children’s Views on What Matters to Them     

Johanna Lundqvist  Mara Westling Allodi  Eva Siljehag 《Scandinavian Journal of Educational Research》2013,57(6):951-967

Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children’s points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their experiences are both joyful and meaningful. A total of 56 children between the ages of 5 and 7 in 65 educational settings located in central Sweden were included in the study. Amongst the 56 participating children, 29 were identified as having special educational needs. The children’s views were collected from 2012 to 2015 using drawings and interviews, and these were analysed using a thematic analysis. Nine themes that reflected matters of importance for the children, both those with and without special educational needs, are described. These themes are discussed and linked to previous research, educational evaluation models, and theories of values and needs.  相似文献   

Inclusive Educational Practice: Results of an empirical study     

Torill Moen 《Scandinavian Journal of Educational Research》2013,57(1):59-75

This article presents a Norwegian primary school teacher facing the challenge of realising the curriculum's vision of inclusive education. Ann teaches a third‐grade class with 22 pupils among which are pupils with special needs. Two of them are John and Paul. The article focuses on how the teacher deals with these two boys as she, at the same time, approaches the class as a whole. The analysis shows that the teacher's practice can be clustered into four themes. The themes are analysed in light of relevant theoretical concepts situated within the framework of socio‐cultural theory. It appears that the themes have some common characteristic traits and dilemmas that Ann encounters in her daunting work of realising inclusive education.  相似文献   

Quality of school life and attitudes to Irish in the Irish-medium and English-medium primary school     

Margaret Wright  Pamela Scullion 《Irish Educational Studies》2013,32(1):57-77

This research reports pupils’ perceptions of their quality of school life in primary schools in Northern Ireland, investigated through development and use of a culturally adapted instrument with both experimental (Irish-medium) and control (English-medium) groups. A related issue examined via a second culturally adapted instrument was the pupils’ attitudes towards the Irish language. Findings show that there is a significant difference in the perception/attitude profiles of both groups. However, the magnitude of the effects is small, with both sets of pupils being positively disposed overall towards their quality of school life. This is a noteworthy finding when the comparative under-resourcing of Irish-medium schools is taken into account. Findings also reveal that Irish-medium pupils have highly instrumental views of schooling. The research developed robust and culturally compatible instruments which offer a useful starting point for an examination of school effectiveness in the Irish-medium sector.  相似文献