共查询到20条相似文献，搜索用时 268 毫秒
1.
张春海 《中学语文(读写新空间)》2008,(3):14-15
从1984--1996年,中国大陆一直是亚洲国家获得奥运会金牌最多的国家。中国的优势竞技项目是乒乓球、体操、跳水、女子排球等,在人种学上有其共性,那就是对体能要求不高而对智能、技巧要求很高的项目。对抗性往往比较小．这与欧美情形大异。 相似文献
2.
运用录像观察、文献资料、比较分析等研究方法,对2012年伦敦奥运会、2013年巴塞罗那世锦赛和2014年仁川亚运会中国游泳优势项目成绩进行统计研究。结果表明:我国男子400和1500 m自由泳项目具有较强的竞争力,但后备力量明显不足,男子200m自由泳项目优势相对较小;女子200和400m个人混合泳项目具有一定的优势,但缺乏稳定性;女子100m蝶泳具有较大的上升空间,200m蝶泳我国"双保险"依然保持较高的竞技水平,但面临着人才断层现象的难题。 相似文献
3.
徐云 《内江师范学院学报》2006,21(2):115-117
通过对第28届奥运会中国奖牌分布的技术统计与分析,发现了中国奥运军团在金银铜牌上的分布规律,并指出中国奥运军团在自己的传统优势项目、潜优势项目和传统弱势项目上存在的优势与不足,为中国奥运军团备战2008北京奥运会提供理论依据。 相似文献
4.
从第28届雅典奥运会看当今世界田坛新格局及我国田径实力分析 总被引：2，自引：0，他引：2
通过对第28届雅典奥运会田径比赛的结果分析，总结当今世界田坛的实力新格局以及田径项目的洲际分布特征。运用文献资料、数理统计等方法，对第23届奥运会以来我国在奥运会田径项目所取得的成绩统计，以期发现我国田径的优势项目和潜优势项目，为我国备战2008年奥运会田径比赛提供参考。 相似文献
5.
文章采用文献资料法、数理统计和逻辑分析法,从竞技能力主导因素、运动项目动作结构和成绩评定方法分类对我国历届夏季奥运会夺金项目进行统计分析,结果表明：我国历届夏季奥运会夺金项目项群特征较为明显,并得出我国奥运夺金的优势、潜优势和非优势项目。以期对下一个奥运周期项群训练提供理论依据。 相似文献
6.
笔者运用文献资料法和专家访谈法等方法对征战2008北京奥运会的中国乒乓球队的情况进行分析研究,结果显示:中国在该项目上继续保持着领先优势,无论是单打还是团体中国都是冲击冠军的强有力的竞争者;奥运会主场压力是中国乒乓球队面临的一大难题,必须加强心理素质的训练,关键比赛的心理训练将成为本次奥运会备战的重点。 相似文献
7.
通过对中国历届奥运会金牌及金牌项目统计,发现有三个明显而稳定的特点:女子项目优势、技巧性项目优势、个人项目优势。这个特点的稳固形成并非偶然,而是传统文化影响的必然结果。因此从文化背景的角度探析中国运动项目的特点,扩大优势项目战果,缩短劣势项目差距,是迎战奥运会的必然途径。 相似文献
8.
为更好地把握不同时期湖南省奥运冠军的成才特征,推动湖南省奥运冠军培养的可持续发展,采用文献资料法,从年龄、性别、时空分布、项群分布四个维度归纳了湖南省奥运冠军在1984～2020年奥运会中的成长特征,并挖掘其成长的社会环境影响因素。研究表明：湖南省奥运冠军呈现出夺冠低龄化和部分项目高龄化特征;性别比例呈“男多女少”趋势;历届夺冠数趋于相对较低的稳定状态;空间分布差异明显,主要集中在东部偏北(长沙);同一项群内的项目发展不均衡。研究认为：地理位置、经济水平、文化及政策背景是影响奥运冠军成长的主要社会环境因素。研究建议：进一步加强对湖南省优势项目的推广与普及力度;以各优势项目的主要发展城市和区域为中心,向周边城市和区域散发“辐射”效应,形成一个近距离的优势项目发展集群;根据项群理论,可以考虑将快速力量性项群的三级跳远项目,难美性项群的蹦床、花样游泳项目,作为湖南的潜优势项目来发展扶持;进一步提升选苗与育苗的科学性,进一步完善湖南省优势与潜优势项目发展的政策。 相似文献
9.
篮球运动是一项高节奏、强对抗性的体能一技能类项目,这种高节奏、强对抗性使得现代篮球运动不断向人类生理极限靠近。纵观世界女子篮球发展历史,向男子化风格方向发展已成为一种趋势,这为现代女子篮球运动的选材、训练提出了更高、更新的要求。我国女子篮球也曾有过世界级的顶尖水平,但是自从26届奥运会以来,我国女子篮球与世界强国之间的差距在逐渐拉大,这与我国近年来中小学女子篮球运动的发展水平不高密切相关,中小学女子篮球作为国家篮球队直接后备力量,决定着我国篮球运动项目的未来发展前途。 相似文献
10.
运用文献资料法、访问调查法、统计分析法等方法,对利用我国高原训练基地优势提高田径耐力项目运动员成绩进行了分析研究,提出了充分利用我国高原训练基地优势提高田径耐力项目运动员成绩的理论依据,为我国田径耐力项目运动员在2008年北京奥运会田径比赛中获得最佳运动成绩提供参考. 相似文献
11.
There has been an increasing interest within the academic literature on the role played by Higher Education Institutions in the social and economic development of their communities. The Australia Government has recently released its National Science and Innovation Agenda (NISA) which is designed to incentivise university-community research partnerships. In this article, the identified lack of Australian university-community engagement will be problematised through the experience of academics who undertook such an engagement in a regional university setting. A completed research project is used as a lens through which institutional factors impacting on collaborative projects between universities and their communities are identified. The difficulties of university-community engagement are unpacked and problematised so that the various forces contributing to the shortage of university-community partnerships can be better identified and understood. The unitary manner in which university-community research is to be reported under NISA is highlighted as a key barrier to regional research partnerships. 相似文献
12.
《Africa Education Review》2013,10(4):142-159
AbstractWork integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation. 相似文献
13.
查振祥 《深圳职业技术学院学报》2010,9(6):60-62
开展海峡两岸技职高等院校科研合作,突破了因办学层次问题对海峡两岸技职高等院校国际合作的限制,有助于老师跟上国际科学的潮流,共享专业的知识和资源,提高学校国际声誉,对于创办世界一流大学有着很好的推进作用。海峡两岸技职高等院校的科研合作可以研究项目为切入点,组成研究团队,两校负责对外合作和科研的管理部门作为学校层面的管理机构具体负责业务的协调。通过2-3年的合作研究,研究出高水平的成果,在大陆和海外形成影响力和品牌。 相似文献
14.
Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
15.
为增强学生的实践创新能力,安阳工学院探索建立了以学生实践能力培养为核心的实践创新实验室、以校企合作项目为核心的项目开发设计实验室、以教师科研项目为核心的科研创新实验室三种不同形式的开放实验室。课题组分别对三种开放实验室中学生的实践创新成果进行了统计分析,对三种不同形式开放实验室对学生实践创新能力的培养方式和作用进行了比较分析,并就开放实验室对学生实践创新能力的培养作用进行了总结,提出了塔形学生实践创新能力的梯度化培养体系。 相似文献
16.
课题研究基本过程可分为选择课题、设计方案、开题论证、搜集资料、处理资料、撰写报告、炼制论文七个环节。从中小学一线教师的实际需要出发,探讨课题研究基本过程中各个环节的具体路径和操作时需要注意的问题,为广大中小学教师提供具有针对性、指导性和实用性的课题研究技术线路。 相似文献
17.
董丹 《四川职业技术学院学报》2012,22(4):105-107
近十年来,澳大利亚在残疾人就业安置方面先后进行了三个研究项目:1999年的西澳大利亚项目,2002的联邦集团培训机构最佳实践项目,2003的联邦集体培训机构合作企业项目。本文分别从背景、研究设计、成果介绍这三个研究,通过比较发现,提供"先安置,后培训"开放式就业服务模式成功促进了残疾学徒工的就业率,其成功的经验值得我们学习和借鉴。 相似文献
18.
浙江宁波市J区幼儿园2005～2010年间在省、市、区三级立项的课题数量呈逐年上升趋势,研究内容偏重教学,研究主体是公办幼儿园,研究方法以经验总结为主。本研究认为,幼儿园及相关部门应进一步明确课题研究的目的和意义,努力拓展课题研究范围,努力扩大研究队伍,规范合理地运用研究方法。 相似文献
19.
政府外债绩效审计评价初探 总被引：1，自引：0，他引：1
金德辉 《海南师范大学学报(社会科学版)》2005,18(2):135-138
外资项目审计的一个重要发展趋势是对项目投资效益进行评价，项目效益往往是项目管理的缩影，效益等于管理，管理出效益，效益审计是外资审计的长远发展方向。随着对外资项目公正性审计从国家审计分离出去，外资项目审计应当侧重在管理和效益方面。效益评价目前还是侧重于项目后评价，因为这符合项目运作发展规律。项目评审方法很多，但主要应侧重在微观评审基础上的宏观效益方面，并根据不同的项目实际和特点进行评价，做到有的放矢。同时评审应当有科学的评价指标，使评审建立在科学的基础上，做到客观评价，科学预测。 相似文献
20.
农村教育既是我国教育事业发展的重要构成,也是教育科学研究的关键领域。通过对2010—2019年全国教育科学规划农村教育类立项课题的量化分析发现:我国农村教育研究仍相对薄弱,高级别课题立项尤显不足;立项地域分布整体较均衡,立项单位明显以师范类高校为主,且非“双一流”高校是研究主体;研究内容偏社会热点和教师发展,相对忽视理论建构与课程教学。为此,研究建议加大对农村教育课题投入力度,推进高级别立项成果产出;鼓励多类型、高水平院校关注农村教育研究,引导跨机构、跨组织的协同研究;强化农村教育理论研究与过程研究,逐步实现研究的内在自主与理论自觉等。 相似文献