运动实践:大学生体育观的建构

建构学生体育观是一项引导学生主动参与体育运动,落实"阳光体育运动"的积极举措.针对学生的心理与行为特征,开展探究式教育、情境化教育、正向迁移、增加学生的自我效能感,激发学习动机、提高课堂管理目标,客观地针对学生能力的差异,制定多项学生评分和激励标准等学习策略,经验性地提出:在学生参加体育运动的初始期到各个学习阶段都应着重培育学生对体育运动的喜爱,并保持持久的运动习惯,在运动实践中建构体育观.     

如何提高高职女生的体育兴趣

当前高职学校学生对体育课及体育运动普遍存在消极应付心理,尤其女生群体的体育兴趣不足表现更为明显,因而对女生身心健康发展和终身运动意识的培养带来直接影响.本文从把握青年女性学生的心理、生理等原因着手,结合体育运动的特点,探讨在运动内容、运动目标、运动方式等方面进一步突出创新性和灵活性,以期提高高职女生的体育兴趣.     

如何解决体育运动过程中存在的心理问题——评体台运动心理学

在体育运动过程中,学生往往会因场地、器械、项目特点、练习环境等种种因素出现一些不良的心理反应,从而产生心理障碍。这种心理障碍是学生在体育运动中自我感应无法克服困难而产生的一种焦虑、抑郁、烦躁的心理状态,这些负面情绪进而会影响正常的体育运动。高校体育老师应采取一些有策略性的教学方法,解决学生运动时产生的各种心理障碍,如采取预见性心理疏导和心理暗示相结合的策略、期待和激励的策略、辅助教学的策略等教学方法。这就需要通过一些     

论体育运动中的德育心理

本文详细论述了体育运动的特性对道德认识、道德情感、道德意志和道德行为的影响,并阐明了在体育运动中促进学生良好道德品质形成的心理策略,探讨了德育心理在这个特殊环境中的运动规律。     

论大学公共体育中的心理教育

面对大学生日益增长的心理健康问题,除了加强传统的心理咨询和心理教育手段外,还应该积极拓展大学公共体育课的新功能。在发挥公共体育强身健体作用的同时,通过完善教学目标、调整课程设置、改革教学内容和方法,特别是通过实施运动处方教学来发挥公共体育的心理教育功能,积极探索公共体育教学中心理教育策略。     

新时期排球运动在高校体育运动中的价值研究

运用文献法、分析法、逻辑论证法、系统科学等研究方法,对排球运动在高校体育运动中的价值进行了深入的研究,分析排球在高校体育运动中的地位,从而对排球运动的推广和发展奠定一定的理论依据.研究结果表明:高校排球运动的价值可以分为生理运动价值和心理运动价值两个方面,与高校体育运动的价值观不谋而合,在体育运动中发挥着举足轻重的作用,而且从高校学生的心理和生理角度发育程度来看,排球运动更适合其锻炼意志品质,增强体质健康.     

体育运动中德育心理的认识与实践

德育教育是我国体育教育的有机组成部分和重要内容.也是对学生进行素质教育的重要一环.国内外都非常重视在体育运动中对学生进行体育道德、行为规范、合作精神方面的教育.德育在体育运动中的作用日益凸显出来.从四个方面对体育运动中德育心理进行了探讨,提出了在体育运动中促进学生良好品德形成的心理策略,以及体育运动中品德心理研究应注意的问题.     

对中小学业余乒乓球运动员注意力训练的研究

不管是在业余运动训练或是职业训练中都涉及到一个心理训练的问题,而体育运动中的心理训练又有广义和狭义之分.主要是以狭义的理解,即通过训练来提高运动员的注意力,从而达到提高运动竞技水平的目的.     

运动员在运动损伤后心理康复的治疗分析与研究

运动损伤是参加体育运动不可消除的一部分。本文就运动损伤后的心理表现、心理变化过程进行了分析 ,并在对运动员进行认知教育、目标设置等心理疗法的基础上 ,提出了让运动员掌握一定的心理应付技能的对策     

足球专项力量训练目标的设置及措施

足球运动作为对身体素质要求非常高的运动项目之一,专项力量的水平是决定运动员竞争力的重要因素。高校足球是大学体育的重要组成部分,在促进各项体育运动的发展和进步中起着非常重要的作用。基于此,本文以足球专项力量训练的目标设置为研究对象,在分析其重要性的基础上,就训练目标达成的方法和策略展开研究,以期通过本研究为促进足球运动员专项力量训练成效的提升,作出理论和实践层面的参考。     

Pupils' Perceptions of the Efficacy of Target Setting and How it can be Made More Effective

This article explores some of the substantive issues that arose from a qualitative research study into individual pupil target setting in a secondary school. A multiple case study approach was employed in order to reveal the experiences and perceptions of some 'middle ability' Key Stage 3 pupils. The benefits of the process of setting highly individualized targets are discussed from the pupils' perspective. Therelationship between target setting and Academic Tutoring is examined and the potential for pastoral staff to use target setting as part of a learning discourse is highlighted.     

地方本科院校二级学院目标管理的思考

在阐述了地方本科院校二级学院内部实施目标管理的重要意义的基础上,提出了二级学院内部实施目标管理的措施建议,立足全局性,建立科学的目标体系;立足以人为本,有效实施目标;立足管理效益的提升,建立目标考核与激励机制;立足发展的持续性,建立及时的反馈目标。同时提出二级学院有效实施目标管理的注意问题。     

目标设置在排球传球技术教学中的应用

本文采用现场实验研究的方法,着重从体育心理学领域研究和探索目标设置在排球技术教学中的应用前景,通过实验研究表明:目标设置教学使学生在掌握排球传球技术规格和技术效果方面均好于常规教学。研究结果为进一步推广目标设置教学在排球技术教学中的运用提供了依据。     

Planning post-primary education: Taking targets to task

The Millennium Development Goals (MDGs) have shaped much educational target setting by governments and their development partners to the extent that they have focused on just two of the commitments—universal enrolment and completion of primary schooling, and gender equality in primary and secondary school access and achievement. A consequence is that many countries in Sub-Saharan Africa have yet to develop coherent plans for the post-primary sub-sector. Yet without expanded access beyond primary it is unlikely that the MDGs will be achieved. Privileging investment in the enrolment and completion of the last primary child over-investment at post-primary levels may satisfy a rights-based approach to development; it may not be the best strategy to sustain gains in access to educational services or to alleviate poverty through redistribution or growth. Skews in investment unfavourable to post-primary are partly the result of target setting that has been narrowly interpreted and which depends on assumptions that become questionable on close analysis.This paper first summarises the case for reconsidering investment strategies for post-primary education in general, and for secondary schooling in particular. Second, it explores issues related to target setting and target getting in relation to post-primary provision, many of which apply to target setting generally. Finally, concluding remarks draw together the case to reconsider how targets are defined and how they might be used in national planning more productively.     

An Investigation into Target Setting and Academic Tutoring to Promote Student Learning

There has been a move in schools towards the use of pupil performance data to set targets. It is believed that effective target setting can motivate pupils and staff to strive to reach, or beat, target grades. Alongside this has been a move to promote more effective dialogue about learning between teachers and pupils through the use of academic tutoring. There is a belief that in combination a system of target setting and academic tutoring might lead to more effective learning, increased achievement and therefore school improvement. This investigation into one system of target setting and academic tutoring suggests that although these systems may promote increased achievement in terms of examination performance, they do not necessarily help students to learn more effectively. For this schools must attempt to develop in ways that make learning an explicit subject of discussion, and help students learn about learning. Therefore, it is on the development of student meta–learning that such school improvement efforts should focus.     

系统论视阈下中高职培养目标的衔接研究

中职教育与高职教育同属职业教育范畴,但在职业教育的实践中却出现了中高职的脱节、断层现象,而中高职衔接中培养目标的准确定位对于后续专业设置、课程体系、教学过程、教师培养、评价机制等具有十分重要的影响作用。针对目前中高职教育培养目标无法有效衔接的内在原因,基于系统论,从中高职培养目标的准确定位、各方参与者的沟通协调及人的全面发展需要等方面着手制定培养目标,促使中高职教育有效衔接。     

When ‘becoming a 50% school’ is success enough: a principal–agent analysis of subject leaders’ target setting

Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management.     

Targeting education: The politics of performance and the prospects of ‘Education For All’

This article offers a critical examination of the public claims about the potential, reach and impact of “target setting in education” within the context of developing countries. The argument is made that the target-setting enterprise is undermined by three fallacies—conceptual, methodological and organizational—with negative consequences for the achievement of education quality in poor countries. While acknowledging the logic of targets on the part of international development agencies, the article nevertheless suggests that target setting could be seen as a transnational system of surveillance that takes measures of control, measurement and accountability beyond the confines of national borders.     

Target Setting,Policy Pathology and Student Perspectives: learning to labour in new times

The paper engages with target setting, one of the government's key priorities, from the standpoint, not of teachers, policy makers, parents or academics, but rather from the perspective of the very people who are the intended beneficiaries of policy, the students themselves. It challenges the dominance, not only of a particular approach to target setting, but also some of the fundamental assumptions on which current New Labour policy seems to be based