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91.
Abstract The main aim of this study was to examine the efficacy of various training approaches in team ball sports for the development of tactical creativity. Altogether, 135 children aged about 7 years took part in a 15-month field-based study. They participated either in non-specific treatment groups, a specific handball, soccer or field hockey group, or a control group. General and game-oriented tactical creativity were chosen as outcome measures. Our analysis of treatment-related effects showed that the non-specific groups displayed improvements in general creativity, whereas the specific groups showed improvements in the game-oriented creativity in which they were trained. Furthermore, clear transfer-related effects were observed. The analysis of group-related effects indicated no differences between the approaches. Only the soccer-specific group performed better in nearly all creative values. In conclusion, a non-specific concept appears to be a promising alternative to traditional specific treatments. This is further substantiated by several pedagogical, psychological, and medical arguments. 相似文献
92.
Abstract The purpose of this study was to examine procedures for estimating the reliability for a criterion-referenced measure in the psychomotor domain. Reliability is defined as the consistency of classification of examinees into mastery and nonmastery categories. Three trial mastery criteria—6, 7, 8—were utilized along with three test mastery criteria—.6n, .7n, .8n. Motor skill was defined as first-ball scores of each frame in a line of bowling. Since the empirical distribution functions for men and women subjects were significantly different at trial criteria of 6 and 7, separate reliability coefficients were estimated for each sex. The single administration estimates of reliability developed by Huynh and Subkoviak were equally good indicators of the Swaminathan-Hambleton-Algina estimate of P when the test was administered on 2 days (P represents the proportion of agreement of classifications). Variations in trial and test mastery criteria yielded different proportions of subjects assigned to mastery and nonmastery classifications. When the proportion in either category was high, P tended to be high. As the proportions in the two categories became more similar, the values of P tended to drop. In general, increasing the number of trials was paralleled by an increase in P. 相似文献
93.
韩玉 《南昌教育学院学报》2012,27(3):37-38
本文就某高职院校选用的大学语文教材《新编高职语文》为研究对象,对书中选用的《诗经.七月》的注释,对"采蘩祁祁"、"亟其乘屋"、"昼尔于茅,宵尔索"、"猗彼女桑,以伐远扬"等内容从语音、释义两方面进行评析。 相似文献
94.
潘荣成 《沈阳教育学院学报》2010,12(6):40-42
分析了译者在跨文化语言交际中所扮演的特殊角色,以及译者的误译对跨文化交际造成的负面影响,认为这种现象是由于译者因文化差异、语言特点等原因对源讯息做出误译所造成的,提出了减少这些负面影响的措施。 相似文献
95.
邓兰 《郴州师范高等专科学校学报》2009,(4):106-108
教学艺术从某种程度上来说是一种表演艺术,而艺术教学的表演性质无疑更甚于其他教学。但在教学中,教师往往作为表演者,学生则是教师表演的观众。在这种固定的角色关系中,表演者是强势的主导力量,观众是绝对被牵引的对象,学生的独立性思维在教师个人化的表演中隐匿或逃遁。因此教师在自我表演的时候,一定要把握一个“度”,要认识到,自我的展示并不是最主要的目的,关键在于以此来启发、引导学生,让他们成为艺术表演中真正的主角. 相似文献
96.
教学艺术从某种程度上来说是一种表演艺术,而艺术教学的表演性质无疑更甚于其他教学。但在教学中,教师往往作为表演者,学生则是教师表演的观众。在这种固定的角色关系中,表演者是强势的主导力量,观众是绝对被牵引的对象,学生的独立性思维在教师个人化的表演中隐匿或逃遁。因此教师在自我表演的时候,一定要把握一个"度",要认识到,自我的展示并不是最主要的目的,关键在于以此来启发、引导学生,让他们成为艺术表演中真正的主角。 相似文献
97.
误解与辨析：选择底线评价的几个实践问题 总被引：1，自引：0，他引：1
基础教育是否可以选择合格性的底线评价,这在实践中存在误解,误解需要辨析。底线合格是基础教育的本分,也是高等教育职业教育所必须的前提,因为它指的是合格的公民素质基础,是全社会的人力资源的基础,也是每一个人的一生发展的基础。底线评价当然与素质教育和谐一致,也不与选拔性考试竞争必然冲突,它只是要澄清人们对素质教育的误解,矫正以底线坍塌为代价的选拔性考试竞争。选择底线评价并不缺乏政策的和理论的支持,缺乏的只是令行禁止的落实,还有全社会的理解与实践的支持。 相似文献
98.
林有苗 《湖州师范学院学报》2015,(3):84-86,110
《现代英汉综合大辞典》将“Greek to sb.”译成“对某人一窍不通”并不通顺,亦令人费解。其缘由可能有二：其一,译者对相关形容词主动与被动意义之区分不甚明确;其二,对介词 to 的有关用法与意义之区别注意不够。文章就此进行了多维探究,还对相关问题一并作了翻译原则上的思考。 相似文献
99.
Current theoretical approaches regarding the development of creativity support the view that gathering diversified experience over years is an ideal medium for creative thinking. This study examined the role of practice conditions in the development of creative behavior in team ball sports. Twelve trainers selected the most creative and the least creative players from their teams. These athletes (n=72) provided information about the quantity and type of sport‐specific and other related practice activities undertaken throughout their careers. Results indicated significant differences between the groups for time spent in unstructured play activities and a marginally significant difference for total time spent in training for their main sport. In both cases, more creative players accumulated more time than their less creative counterparts. 相似文献
100.
关联理论对于理解刻意曲解的过程提供了一个有力的理论依据。根据关联理论中的明示——推理交际、认知语境与关联原则,刻意曲解是曲解者在推理过程中对第一说话人明示的歪曲过程,是推理过程中对明示的偏离,使第一说话人交际意图得不到实现;刻意曲解是第二说话人在正确理解第一说话人话语的基础上,对被曲解者的语境假设进行有意识的破坏性改造;刻意曲解是最佳关联性达到最小值的过程,并不总是最大关联,也不总是最佳关联。 相似文献