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1.
软式排球是上世纪90年代中期传入我国一项新兴的体育项目,其具有技术简单、安全性大、娱乐性强、健身价值高等特点,迅速得到高校广大师生的喜爱和接受,并开始在许多高校中推广普及。但是,软式排球在高校推广普及过程中也遇到一些困难,存在一些问题。本文通过对其影响因素的分析,提出相应的对策,促进软式排球在高校的推广普及。 相似文献
2.
随着全民健身活动的开展,软式排球由于它的趣味性、游戏性、安全性较强,且动作难度小而易于掌握的特点使这项运动颇受大学生欢迎。本文采用问卷调查法、访谈法、文献资料法、逻辑分析法等研究方法,对桂林市各高校软式排球运动的开展现状进行了调查。调查结果表明,目前桂林市各高校的软式排球运动项目普及与推广存在的主要问题有：推广程度不够,无法大范围普及;参加的人员主要是女生和少部分男生;软式排球课程开展情况不容乐观,正规场地少,器材数量不足且质量差,对软式排球的师资投入少,高校间缺乏比赛交流等。因此,软式排球运动的推广普及,将为全民健身活动提供更好、更愉快、更适合的锻炼方式,满足人们对体育运动的需求,丰富大学生的体育活动内容。 相似文献
3.
主要通过调查法对河北省普通高校开展软式排球的现状进行了调查,结果表明,软式排球在河北省普通高校引入得较早,但没有得到普及.提出了加快软式排球在河北省普通高校推广普及的对策. 相似文献
4.
李志宏 《中国石油大学胜利学院学报》2001,15(4):12-13
从软式排球运动的特点及高校开展软式排球运动的有利条件进行论述,进而提出高校开展软式排球运动的几点思考,旨在发挥软式排球在高校体育教学中的作用. 相似文献
5.
韩惠 《赤峰学院学报(自然科学版)》2012,(11):97-100
软式排球运动是一项新兴的体育项目,为促进这一积极有效的全民健身方法和手段在我国的普及和推广,本文对天津市部分中学软式排球运动开展情况进行了调查,结合相关的理论对未来软式排球运动在中学的发展提供一些新的构想和建议,进一步推广软式排球运动的发展． 相似文献
6.
李志宏 《胜利油田师范专科学校学报》2001,(4)
从软式排球运动的特点及高校开展软式排球运动的有利条件进行论述,进而提出高校开展软式排球运动的几点思考,旨在发挥软式排球在高校体育教学中的作用。 相似文献
7.
8.
陈卓儒 《广东技术师范学院学报》2012,(9):81-85
主要采用问卷调查法,深入探析了广东省普通高校开展软式排球教学的软、硬件环境和开展现状;结果显示:广东省普通高校开展软式排球的硬件环境基本良好,软件环境有待于进一步提高,大学生对软式排球的认知还处于基础阶段,但参与热情很高;应通过推广室内排球和软式排球混合教学、不断提高教师学历和专业水平、积极开展软式排球竞赛活动促进软式排球运动在各高校的推广和普及. 相似文献
9.
蒋艺 《商情·科学教育家》2013,(25)
将软式排球项目纳入高职体育课程体系中,这既是软式排球运动发展的需要,也符合高职教育教学改革的需要.本文运用采用文献资料法,综合分析法.从软式排球运动的特点,运动价值以及高职学生的心理生理等方面,对在高职体育教学中开展软式排球运动的可行性进行分析.以及如何在高职普及和推广的建议和对策. 相似文献
10.
软式排球作为一项新兴的体育项目,为促使这一新的体育项目在高职院校的普及和推广,对软式排球在高职院校中开展所遇到的问题进行了研究.软式排球运动具有技术容易掌握、比赛回合多、运动量大、趣味性强、对增强身体素质有较好的作用等优点,为普通高职院校的体育教材和体育选修课的课程改革提供了有力的依据. 相似文献
11.
Teena J. Clouston 《Journal of Further & Higher Education》2018,42(7):1015-1024
As a result of reported failings in the care of people in the health and social care sector in the UK, HE providers who produce professionals to work in these areas are being challenged to address caring values in the student body. As values are subjective and affective, this requires the learning environment to not only promote critical thinking and the development of professional competencies, but to facilitate personal growth and change within students at cognitive, emotional and spiritual levels. As the latter dimensions are frequently ignored in education, this is very challenging: it requires a curriculum that supports students to understand, reflect on and, if necessary, restructure their own caring values in order to develop a transcendent lens i.e. the ability to put others before their own self interests and that of the organisation in which they work. It also requires students to develop the skills to challenge others in situations where caring values are not achieved or sustained. This can only be accomplished as a co-produced phenomenon, as it requires students who are prepared to engage in the process and educators, in both HE and practice settings, who are able and willing to role model appropriate skills and facilitate a learning relationship in which students can grow. However, if the true wisdom of caring values is to be realised in everyday practice, then this kind of transformational learning has to be supported at wider structural levels, and this just may be its Achilles heel. 相似文献
12.
我校图书馆期刊利用的调查及建议 总被引：2，自引：0，他引：2
郑海生 《内蒙古师范大学学报(哲学社会科学版)》2000,29(6):121-124
高等学校课程体系的改革,要求给学生更多的自学时间和思考的空间,以提高学生的自学能力,适应未来社会发展的需要。如何引导在校师生高效率、快节奏地获取最新信息,做好住处服务工作,是高校图书、期刊管理中急需探讨和研究的问题。笔者通过8个多月对我校过刊利用情况的实际调查,针对当前期刊订阅中存在的问题,提出了期刊订阅和有效利用的建议。 相似文献
13.
A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop-Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice.
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. 相似文献
14.
我国高校博士生招生制度呈现治理结构由单一政府管理向多元主体共治转型、价值取向由公平优先向质量优先转换、招生方式由单一模式向多元模式并存转移、招生对象由无差异化大众向少数优异群体或特殊群体转变的演变轨迹。当前我国高校博士生招生模式四元共存表现出政府的越位和错位之嫌、高校的错位之弊以及导师的缺位之误。我国高校博士生招生模式的改革方向在于确立以认识论为基础、追求知识创新的价值取向,建立以申请审核模式为主、多元模式并存的改革目标,构建以指导教师为主导、多元主体共治的治理体系;具体路径在于调整申请审核模式、服务国家特殊需求模式的内涵,形成两种模式的有机融合。 相似文献
15.
利用安徽省2005—2016年的面板数据,分析安徽省利用FDI的时空差异,运用Theil指数探寻其利用FDI的差异来源,并用空间面板模型检验了安徽省利用FDI区域差异的收敛性。研究表明:从时间维度来看,安徽省各市的FDI逐年增加;从空间维度来看,安徽省各区域的FDI分布不均匀,皖南地区实际利用FDI总量高于皖北地区;皖南和皖北两区域间利用FDI的差异总体呈现下降趋势并趋于平稳,安徽省利用FDI区域差异的主要来源是皖南地区地带内差异。应加强基础设施建设,扩大服务业利用FDI比重,重视人才培养和交流,促进各地市的协调互动。 相似文献
16.
Developments in the field of gender theory as applied to education since the 1970s are briefly reviewed in order to highlight key challenges and debates around gender categorisation and identification in gender and education. We argue that conundrums of categorisation have haunted, and continue to haunt, the field of gender theory, and empirical applications (such as the case of education) in particular. We explain how we have attempted to address some of the conundrums arising in our own theoretical work, and analyse remaining challenges that we feel the field of education needs to address in order to advance theoretically. Identifying two key tensions underpinning this empirical dilemma of gender categorisation – the tension between agency and determinism in gender identification, and that between gender deconstruction and gender analysis – we seek to weave a path through some of these complex debates, and to indicate ways in which they may be addressed in future work. We argue that in order to avoid essentialism and reification of gender distinction, we need to apply a ‘three-fold’ analysis that incorporates three different elements in our categorisation of gender: spectator perspective; respondent perspective and social context. 相似文献
17.
《全日制义务教育数学课程标准》中指出：通过义务教育阶段的数学学习，使学生能获得适应未来社会生活和进一步发展所必须的重要教学知识；学会运用数学的思维方式去观察分析现实社会；体会数学与自然及人类社会的密切联系。同时要求学生具有初步的创新精神和实践能力。这是新大纲和课程标准的新提法。如何对学生进行创新思维能力的培养，结合长期的数学教学尝试，以四个方面提出一些体会。 相似文献
18.
Huan-Sheng Peng 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):441-459
The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources. 相似文献
19.
基于集群理论的高校专业设置 总被引：2，自引：0，他引：2
徐秀萍 《浙江教育学院学报》2008,(6):37-42
基于集群理论探讨高校专业设置具有一定的理论和实践意义。专业集群式设置有利于正确处理专业稳定性与灵活性的关系,促进专业协调发展;有利于专业资源融通共享,促进专业和谐发展;有利于提高专业人才的培养质量,促进专业创新发展。实现专业集群式设置,要在高校专业发展规划中确定战略重点,在高校组织结构中构建有利于专业集群化发展的平台,在高校环境氛围中孕育竞争与协作的文化。 相似文献
20.
《Educational Philosophy and Theory》2012,44(3):261-269
AbstractThe purpose of the article is to contribute to the discussion about the relevance of existential issues in contemporary education. Analysis presented in the paper is related to the problems of self-awareness, becoming oneself and self-development. First, the author begins by depicting the meaning of human existence in the light of philosophy. The following aspects have been analyzed: being true to one’s own beliefs and values, recognizing personal truth, making existential choices and finding one’s own voice. A special attention is paid to the language as an essential, constitutive element of being. Second, the article attempts to consider some educational implications resulting from the existential approach to education. Some of the issues discussed are learning to philosophize and to discover meaning, the concept of encounter in education and the role of language in self-development. While describing them the author indicates that the ignoring of crucial existential questions in education contributes to spiritual vacuity in life of young people and reduces educational thinking merely to instrumental, pragmatic problems concerning qualification and transfer of communicative skills. 相似文献