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121.
许多教练员面临这样的困惑:有的运动员训练成绩突出,可比赛成绩平平;而有的运动员虽训练表现一般,但比赛成绩非常突出.这种情况的出现,在集体项目中,会增加教练员的选材困难:在个人项目中,会引起运动员对比赛的消极态度. 相似文献
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W. de Vogel M.D. 《Educational Media International》2013,50(2):19-25
The introduction and use of forward thinking in modern planning is nowadays no longer merely a fashion but an absolute necessity, be it only to make sure that the skeleton of each new university building is provided with the right holes and channels through which to run the cables that might be needed at a future date for internal and external communications. 相似文献
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Chris Shilling 《教育政策杂志》2013,28(2):131-147
The growth of work‐experience as part of the school curriculum in such schemes as TVEI, has led to a growing body of literature concerned with the educational, social and political consequences of this trend. However, one aspect of analysis has been neglected by those working in this area. There has been a marked lack of investigation into factors which affect the supply of work placements to schools. Behind this lies an assumption that the participation of industry with schools is a straightforward and easy to accomplish process. By focusing on some of the approaches exhibited by firms towards the provison of work‐experience, this paper seeks to make problematic the supply of work placements by industry in a market economy. I shall suggest that eductionalists and policy makers may have cause to be concerned not only with the quantity of placements which might be available to them in the future, but with the educational quality of these placements. 相似文献
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Francine de Clercq 《教育政策杂志》2013,28(3):127-146
This paper argues that the South African educational restructuring policy proposals are unlikely to become interventions that help bringing about greater development, equity, participation and redress. The reasons for this are manifold. It is contended that the policy proposals are flawed in their conceptualization of the problems and misjudge the educational context and dynamics on the ground. These interventions favour the interests of the more organized and privileged sections of society and only indirectly address the needs of the excluded and disadvantaged. The policy proposals are also based on problematic assumptions about policy and the policy process, and the relationship between policy and practice. Finally, these proposals do not have an appropriate understanding of the change process and are unable to develop strategies to influence the reform process and empower the disadvantaged to struggle for a fairer, more equitable and effective education and training system. 相似文献
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