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1.
通过开展阳光体育运动对农村地区小学生实施有组织的运动干预实验,运用文献资料法、访谈法、实验法、数理统计法就阳光体育运动对小学生体质健康的影响进行研究。对小学生实验前后的心肺功能和身体素质进行了测量比较,研究结果表明:阳光体育运动对农村地区小学生体质健康的干预能够显著改善他们的体质健康水平,有助于培养小学生的终身体育能力,促进其健康成长。 相似文献
2.
通过文献资料法对农村青少年学生体质健康的变化情况进行综合分析,为改善农村学生身体健康提供理论依据,以期有的放矢的指导青少年群体的科学健身,从而提高青少年群体的体质健康和生活质量. 相似文献
3.
《华夏少年(简快作文 )》2016,(10)
小学生体质健康程度的优良与否对于一个国家与地区的兴盛与衰败有着直接的影响。但是据相关研究,最近几年我国小学生的体质健康日益呈现出下降的趋势,这一问题的出现亟须得到国家的深度关注。对于小学生体质健康状况实施调查研究,首先对体质健康的概念做了简要介绍,进而具体从学生自身、老师及学校等方面对于影响小学生体质健康的因素做出分析,最后提出了加强小学生体质健康的策略。 相似文献
4.
周京胜 《北京教育(高教版)》2014,(1):78-78
小学生体质健康测试早已替代了先前的小学生体育锻炼标准。如果说体育锻炼标准很具操作性、现实性,那么体质健康测试就更具目的性、隐蔽性,它需要教师依据每个学生的体质情况,实施个性化锻炼方案,要求教师创造性开展工作,采取更科学、更人文的方法,真正关注到每一个学生的身体素质的有效提高,为学生的终生健康发展奠定坚实的基础,同时使每一个学生掌握和习得乃至创新更多科学的锻炼方式方法,对自己的身体健康负责。但如果仅就体质健康测试而论体质健康测试,就有可能再一次误入歧途,最终过分关注学生自身现有的体质健康状况,忽略学生体质健康的有效提高。 相似文献
5.
体育与健康教育是素质教育整体中不可分割的组成部分,今天接受学校教育的小学生,将是21世纪我国社会主义事业建设的主力军,他们的素质如何,直接关系到社会主义现代化战略目标的实现.人的素质是多方面的,健康的体魄、健康的体质是人们生活、学习、工作所必备的基本素质之一.体质是人存在的第一属性,是素质的物质载体.没有健康的体质、体魄,素质教育也就无从谈起.本文主要阐述体育与健康教育对小学生身心发展的影响及作用. 相似文献
6.
通过文献资料研究我国农村青少年体质健康的现状,并针对存在的情况提出应对措施,为我国青少年学生体质健康的研究提供有价值的参考. 相似文献
7.
《华夏少年(简快作文 )》2019,(7)
近年来,随着我国教育改革的不断发展,对小学生体育课程教学越来越重视,目前,小学生的体质健康发展水平在不断地下降,身体状况不佳,在小学中"小眼镜、小胖墩"的现象已经成为普遍现象,并且在持续地增加,小学生的体质健康问题必须要引起体育教育工作者的重视。因此,在小学体育教学中,要针对教学中存在的问题,结合小学生的具体情况,对体质健康进行强化训练,同时促进小学生树立健康的思想理念,加强对体育锻炼的方法进行创新,以学生为教育主体,促进小学生德智体美劳全面发展。 相似文献
8.
9.
从身体形态、机能、素质三方面共 10项指标对宁波市小学生体质状况进行调研分析 ,结果表明 ,宁波市小学生的体质状况总体上高于全国常模标准 ,城乡间差异缩小 ,其中小学生心肺功能方面的指标农村好于城市。 相似文献
10.
运用文献资料法和逻辑分析法,综合分析皖北农村中学生体质成因,家庭亲情的缺失导致饮食卫生营养失衡,缺乏设施和科学引导致使学生没有合理体育锻炼,社会教育环境限制农村中学生体质全面健康发展.建议加强家庭监护,加快农村中学校体育改革力度和措施,提高社会对农村孩子的关注力度,改善皖北农村区域青少年学生体质健康问题. 相似文献
11.
采用文献资料法、问卷调查法、实验法和数理统计法,以怀化市舞水路小学六个年级学生为研究对象,分别在2006、2010年对其体质现状和影响体质的若干因素进行研究分析.结果表明,怀化市舞水路小学学生身体形态发育总体情况良好,但是力量和耐力素质方面呈下降趋势.由于缺乏良好的锻炼习惯和来自学习上的压力,学生不能保证有足够的锻炼时... 相似文献
12.
Susan Capel Paula Zwozdiak-Myers Julia Lawrence 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):283-300
The purpose of this study was to identify how information about physical education is exchanged between secondary schools and their respective feeder primary schools, what information is exchanged and how this information is used. A secondary purpose was to look at whether there is any relationship between schools engaging in liaison activities and exchanging information about physical education, and between exchanging information and the number of associated secondary schools to which pupils are sent or feeder primary schools from which pupils are received. Questionnaires were sent to 177 secondary and 538 feeder primary schools. Responses from 80 secondary schools and 299 primary schools showed that the highest percentage of teachers exchanged information through written documentation, followed by discussion at cross phase liaison meetings. The type of information exchanged by the highest percentage of teachers was identified as generic information about key stage 2 and 3 of the National Curriculum for Physical Education (NCPE) areas of activity and schemes of work, rather than information about the specific physical education content covered or information about individual pupils, such as levels of attainment or ability. Further, results suggest that information may be used for pastoral purposes and that only a small percentage of teachers used the information exchanged to plan for continuity and progression in the physical education curriculum. There was a significant positive relationship between engagement in liaison activities and information received about the physical education curriculum followed by pupils, but a significant negative relationship for primary teachers between the number of different secondary schools to which pupils' progress and knowledge about the key stage 3 schemes of work that Year 6 pupils will follow in their associated secondary schools. These results are discussed in relation to continuity and progression in physical education in the transfer of pupils from primary to secondary schools. 相似文献
13.
The transfer of children from primary school to secondary school has long been seen as a problematic area. The National Curriculum was depicted as offering a solution to some of the transfer problems by providing for curriculum continuity across the primary-secondary divide. This paper reports the results of a study of curriculum continuity in one subject, history, now that a National Curriculum has been in place for several years. It reports that teachers continue to see problems with the transfer and that secondary school teachers still incline to a ‘fresh start’ approach to year 7 pupils. There is also some evidence of a lack of curriculum consistency within the secondary schools involved in the research, there are differences between primary and secondary schools in the range of teaching and learning methods employed, there is some decline in pupils’ ratings of their experience of secondary education across year 7 and there are signs of some gender differences in these ratings. The conclusion is that there is a case for saying that the new arrangements have not alleviated the problems associated with the transfer. 相似文献
14.
The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this continuum of provision. These schools offer additional environmental modifications and adult support over and above that normally provided by mainstream schools. How parents and pupils perceive such provisions has not previously been investigated. The current study was designed to explore the perceptions of parents and pupils in five primary and three secondary resource provision schools in one Local Authority during the pupils’ first year at the provisions. A series of interviews took place with 16 parents and 9 pupils during this initial year. Data were analysed using inductive and deductive thematic analysis. Bronfenbrenner’s bio-ecosystemic theory was used to conceptualise and organise the complex interactions between home, local education systems, school systems and sub-systems, and their impact on pupil outcomes over time. Findings and implications are discussed in relation to theory and practice. 相似文献
15.
This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary school, but that these differences are, to a large extent, explained by the characteristics of the pupils’ backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils’ background characteristics but also by some school characteristics. 相似文献
16.
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers. 相似文献
17.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献
18.
Vilgot Oscarsson 《Environmental Education Research》1996,2(3):261-277
This paper is concerned with how 16 year old pupils in their final year of compulsory schooling in Sweden think about the future. About 900 pupils from Grade 9 (15‐16 years old) form the investigation group. These pupils responded to the Swedish national evaluation tests in global awareness in social and civic studies during the spring term of 1992. The main finding is that the pupils have a more optimistic view of the future than has been indicated as normal for similar pupil groups in previous investigations. Another result is that the schooling processes can promote an active optimistic future orientation if the pupils are given the opportunity to practice democracy in school and are given the opportunity to develop social competence. 相似文献
19.
The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer enhanced physical and staffing resources beyond those normally provided in mainstream schools. How teaching staff perceive such provisions and their development over time have not previously been investigated. The current study was designed to explore the perceptions of staff working in five primary and three secondary school resource provisions in one local authority throughout the first year of the provisions and at three-year follow-up.Sixty-six interviews with senior teachers, mainstream teachers and resource provision staff took place during the initial year, with 21 three-year follow-up interviews. Data were analysed using inductive and deductive thematic analysis. Data provide tentative support for Bronfenbrenner’s bio-ecosystemic theory as a framework for representing the complex interactions within the resource provision schools, between systems and their development over time. Findings and implications are discussed in relation to theory and practice. 相似文献
20.
Tammy Campbell 《British Educational Research Journal》2014,40(5):749-771
There is an established body of evidence indicating that a pupil's relative age within their school year cohort is associated with academic attainment throughout compulsory education. In England, autumn‐born pupils consistently attain at higher levels than summer‐born pupils. Analysis here investigates a possible channel of this relative age effect: ability grouping in early primary school. Relatively younger children tend more often to be placed in the lowest in‐class ability groups, and relatively older children in the highest group. In addition, teacher perceptions of pupils' ability and attainment are associated with the child's birth month: older children are more likely to be judged above average by their teachers. Using 2008 data for 5481 English seven‐year‐old pupils and their teachers from the Millennium Cohort Study, this research uses linear regression modelling to explore whether birth month gradation in teacher perceptions of pupils is more pronounced when pupils are in‐class ability grouped than when they are not. It finds an amplification of the already disproportionate tendency of teachers to judge autumn‐born children as more able when grouping takes place. The autumn–summer difference in teacher judgements is significantly more pronounced among in‐class ability grouped pupils than among non‐grouped pupils. Given evidence that teacher perceptions and expectations can influence children's trajectories, this supports the hypothesis that in‐class ability grouping in early primary school may be instrumental in creating the relative age effect. 相似文献