共查询到20条相似文献，搜索用时 328 毫秒
1.
《赤峰学院学报(自然科学版)》2017,(18)
鉴于软式排球与硬式排球相比,技术更易学习掌握,,更易在学生中组织比赛,在德州学院开展软式排球公共体育课,是对公共体育课的有益补充,从而完善公共体育课的种类.因此,该文运用文献资料法、数理统计法和访谈法,对此进行了可行性分析研究. 相似文献
2.
焦广识 《佳木斯教育学院学报》2014,(10):133-133
排球是普通高校公共体育教学的重要内容之一,深受女学生的喜爱,为了促进排球运动在高校的发展,很多高校开展了软式排球教学,并取得了可喜的成绩,本文结合自己的教学经验,以沈阳师范大学公共体育课软式排球为研究对象,指出了当前在教学中存在的不足,并提出了一些合理化建议,希望为促进软式排球运动在高校的发展提供一些参考。 相似文献
3.
软式排球作为一项新兴体育运动项目已在我国大力开展并已得到迅速普及.作为排球运动家族新成员能很快被我国各级学校所能接受,应得益于软式排球的特点和健身性、趣味性及灵活的规则,派生于硬式排球却又区别硬式排球.因此,作为一项新运动,它的发展是受多方面因素影响的.针对体育课排球开展不普及这一问题,对软式排球在学院开展进行研究.调查研究结果说明:软式排球硬式排球技术更易掌握,更容易在学生中组组织比赛,非常适合在中学开展.加大软式排球的推广力度,使软式排球尽快在学院中开展,不断增加我国的排球人口. 相似文献
4.
刘大维 《湖南第一师范学报》2005,5(4):26-27
软式排球作为一项新型的体育运动项目，近几年正在全国大力推广。笔者通过实验、调查与实政，认为在大学女生体育课中开设软式排球课不仅势在强行，而且前景喜人：同时圩大学女生体育课中开设软式排球课以及软式排球运动的发展提出了几点建议： 相似文献
5.
目的：探讨体育课成绩评价方法改革对学生速度、耐力素质的影响。方法：随机抽取参加体育课教学的班级分为实验组和对照组,并测试实验前后学生的速度、耐力素质成绩进行统计分析。结果：实验后实验组学生速度、耐力成绩均明显优于对照组(P<0.05),实验组学生实验后速度、耐力成绩均明显优于实验前成绩(P<0.05);对照组学生实验前后速度、耐力成绩均无明显差异(P>0.05)。结论：实验组学生所采用的发展性成绩评价方法有利于促进学生速度、耐力素质的可持续发展。 相似文献
6.
毕桂凤 《廊坊师范学院学报(自然科学版)》2013,13(3)
采用访问调查法、实验对比法,对普通高校女生软式与硬式排球教学中传、垫球学习效果进行研究,从中探寻软式排球在排球教学中的可行性.调查发现,软式排球学习极大地调动了学生学习的积极性,对贯彻全民健身和终生体育思想具有重要意义. 相似文献
7.
软式排球作为一项新兴的体育运动项目,符合我国大学生的生理、心理的特点和＂健康第一＂的教育指导思想,近几年得到大力推广。作者通过文献资料法、问卷调查法、数理统计法等对软式排球的特点,体育教师、学生对软式排球运动的态度,以及高校发展软式排球教学的前景等方面展开调查分析,结合我校实际,针对存在的影响因素研究发展对策,以促进我校软式排球运动健康、有序、可持续地开展。 相似文献
8.
软排垫球技能的掌握对六人制排垫球技术学习迁移影响之研究 总被引：1，自引：0，他引：1
通过文献资料法,实验研究法,数理统计法,对山西师范大学体育学院2002届排球普修班的学生进行技能迁移教学实验,探索软式排球与六人制排球垫球技术的内在规律.结果表明:软式排球垫球技术的掌握对六人制排球技术的学习起到促进作用,为提高排球教学效果提供一定的理论依据. 相似文献
9.
文章通过运用文献资料法、实验法、数据统计法等研究方法对在高职院校公共体育排球选项课中运用分层教学法的实验进行研究,结果表明,实验组与对照组之间存在显著性差异,分层教学法对促进学生掌握排球技术、增强身体素质及提高学生对排球运动的认识具有重要作用。 相似文献
10.
通过对在中小学开展软式排球运动的意义和特点分析,旨在提倡在中小学开展软式排球运动,提高学生身体素质,丰富体育课的教学内容,增加排球选材基数。 相似文献
11.
The purpose of this study was to discover if grouping students in the laboratory on the basis of their formal reasoning ability affected (1) their science content achievement, (2) their formal reasoning ability, (3) the learning environment in the laboratory, and (4) the relationships between individuals in a particular group. The laboratory groups for three physical science classes for preservice elementary teachers were arranged as follows: (1) one class with students of unequal reasoning ability grouped together, i.e., one highly developed formal reasoner per group (the heterogeneous group), (2) one class with students of similar reasoning ability grouped together (the homogeneous group), and (3) one class arranged in groups according to the desires of the class members (the student choice group). The three classes were compared using pre-and post-scores on content and formal reasoning instruments and scores for classroom environment and social relationships. Results indicated that the groupings as described had significantly different effects on science content achievement but not on any of the other questions posed above. The students in the class with laboratory teams grouped by student choice had significantly lower science content scores than the students in the classes with teams formed using either the heterogeneous or homogeneous grouping procedures. The difference between the heterogeneously and homogeneously grouped classes was not significant at the 0.05 level. 相似文献
12.
Beyin Chen Gwo-Haur Hwang Tze-Shiun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):36-52
Past research has pointed out that a good grouping strategy can improve the learning effectiveness of collaborative learning. However, the grouping strategy adopted in most past research is static grouping. This results in some disadvantages. Therefore, this study developed an item bank-based collaborative practice system and proposed a dynamic grouping method which uses the concepts of weighted quizzes and bit coding as the rule of a regrouping algorithm. The method and the traditional static method were applied to two classes of sophomore students of a university of science and technology in the central region of Taiwan. There were 76 valid samples which included 38 students of the experimental group and 38 of the control group. The control group adopted the static grouping method, and the experimental group adopted the dynamic grouping method. The experimental duration was 9 weeks of 3 hours per week. Experimental results showed that the collaborative experience value and the learning effectiveness of the experimental group were significantly greater than those of the control group. This indicates that the experimental group students made more efforts to conduct coordination, discussion and finally reach consensus with their partners, and made greater progress than the control group students. 相似文献
13.
William J. Gnagey 《College Teaching》2013,61(4):169-172
Abstract Colleges typically group students homogeneously in classes by means of both admission requirements and course prerequisites, but when professors form cooperative learning groups within classes they generally use heterogeneous grouping. Authors compared heterogeneously and homogeneously grouped cooperative learning groups in six paired classes, taught by the same professor using matching syllabi and assignments. Overall, homogeneously grouped students (who were grouped based on achievement on the first test given in the course) significantly outperformed heterogeneously grouped students on the final examination. High- or average-achieving students particularly benefited from homogenous grouping. Low achievers did equally well in either type of group. 相似文献
14.
《The Journal of educational research》2012,105(9):403-405
AbstractThis study Investigated the relationships between acceptance of self, academic self-concept and two procedures used to group seventh-grade students for Instruction. The two facets of the self-concept were indexed for 323 heterogeneously grouped students and 244 homogeneously grouped students. Chi-square tests were applied to study the data by total groups, sex and achievement levels. Regardless of grouping procedures used, high achievers reported significantly more positive academic self-concepts (.01), while these concepts for low achievers were significantly less positive (.01). No other significant differences were found. It was concluded that grouping procedures do not significantly effect either facet of the self-concept, but success In school significantly influences the academic self-concept regardless of the grouping procedure used. 相似文献
15.
This study focuses on the ability of high‐school chemistry students, who learn chemistry through the inquiry approach, to ask meaningful and scientifically sound questions. We investigated (a) the ability of students to ask questions related to their observations and findings in an inquiry‐type experiment (a practical test) and (b) the ability of students to ask questions after critically reading a scientific article. The student population consisted of two groups: an inquiry‐laboratory group (experimental group) and a traditional laboratory‐type group (control group). The three common features investigated were (a) the number of questions that were asked by each of the students, (b) the cognitive level of the questions, and (c) the nature of the questions that were chosen by the students, for the purpose of further investigation. Importantly, it was found that students in the inquiry group who had experience in asking questions in the chemistry laboratory outperformed the control grouping in their ability to ask more and better questions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 791–806, 2005 相似文献
16.
采用文献资料法、数理统计法和实验法,对微格教学引入到排球技术教学中进行了实验研究。在引入新的教学方法后,排球课技术教学的各种影响因素会产生新的作用,从而影响教学效果。教学实验结果表明：实验班学生排球技术的掌握情况比对照班好,学生的教学能力也比对照班强。通过对学生的排球技术和组织教学能力的综合考试,实验班成绩优于对照班,考核结果具有显著性差异（P〈0．01）。 相似文献
17.
介绍了一个基于社会关系学理论小组活动分组方式,通过该分组方式在一次小组合作任务中的应用,试图证明该分组方式对合作学习有效性的影响。通过抽取实验班和对照班的学生反思日记进行分析与归类,以及对合作任务的成功归因,证明了该分组方式对合作任务的成功起积极促进作用。还就该次活动的成绩对控制组与实验组进行了统计学上的对比,数据显示实验组成绩在统计意义上显著高于控制组,这也证明了该分组方式能间接提高学生学业成绩。最后讨论了研究结果对合作学习教与学的启示与意义。 相似文献
18.
The purpose of this study was to investigate how the use of CAI tutorial programs, incorporating advance organizers and involving various sizes of groups of subjects, would affect students' achievement scores, retention scores, and rates of learning. Used as subjects were 100 suburban high school physics students running interactive tutorial physics programs focusing on strobe simulation and displacement-time and velocity-time graphs. For fifty students (experimental group) an advance organizer program preceded each tutorial. The remaining fifty students (control group) had an advance non-organizer program preceding each tutorial. While pursuing the tutorials the students worked individually or together in groups of two, three, or four. Five days were allocated for the students to repeat the four tutorials until 90% competency level was attained. Achievement and retention were measured by individually administered paper-pencil teacher-made tests sampling the content of all four tutorials. Rate of learning was determined for groups by the number of times the first three tutorial programs were executed in order to attain 90% competency. In the two-way analysis of variance the only significant result at the 0.05 level pertained to group size. Results of the Tukey Test revealed that students working in groups of three and four on CAI tutorials had significantly better rates of learning than students working alone. No significant differences in achievement or retention were observed for the various groups. The implications for using CAI tutorials in physics point to grouping students in fours as a time saving and economic method of presenting material without significant loss of achievement or retention. 相似文献
19.
李俊 《南昌教育学院学报》2013,(8):67-68
目的:探讨行动导向教学法在医学免疫学与微生物学教学中的效果。方法:以本院2010级大专学生为研究对象,将两个班级分为对照组和实验组,两组学生入学成绩无差异,对照组采用传统教学法,实验组采用行动导向教学法,比较两组教学效果。结果:实验组考试成绩优于对照组(P<0.05),且实验组学生普遍认为此种教学方法能够全面提高自身的素质。结论:行动导向教学法能够符合学生的需求,将学生被动接受为主动参与,可大大提高教学质量,可在教学中大力推广。 相似文献
20.
在排球比赛的教学中尝试推行娱乐排球赛，相对于正规排球赛，通过实验对比和分析，结果表明：对公体学生而言，娱乐排球赛更易于被学生接受和喜爱，且有利于促进、提高他们的技术水平，为排球比赛的教学和全民健身运动的开展提供参考。 相似文献