体育教师智能结构探析

体育教学是学校教学内容的一个重要组成部分 ,体育教育是一门综合学科。作为一名体育教师 ,必须具备一定的素质 ,必须具备广博的知识和能力     

实践知识与教师教育教学改革

实践知识已经成为教师专业发展的重要知识类型,从教育目的的实践导向性、教学内容中实践知识的丰富性以及教学方法的实践性来看,教师教育应该转变教学观念、重组教学内容和变革教学方法,丰富教师实践知识,提升教育教学能力。     

高校体育隐性课程之实践研究

采用文献资料、实验、问卷调查等方法,对中国计量学院2010,2011级大学生体育隐性课程教学进行研究,结果表明体育隐性课程的开发与实施对提高大学生树立正确的体育价值观,形成良好的体育学习动机,激发其参与体育活动的积极性与主动性,养成课外体育锻炼习惯等方面具有显著效果。     

浅探体育教学中学生实践能力的培养

从实践能力的内涵与构成入手,通过分析当代大学生身体心理素质现状,提出体育教学应培养学生实践能力,包括培养学生的竞争意识、运动能力、创新素质、承受挫折的能力、组织才能与人际交往能力、捕捉信息的能力等.探讨实践能力的培养途径,使学生具有实践能力的高素质人才.     

Competence, Knowledge and Education

Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of 'knowledge' and 'understanding', and so should be challenged and resisted by educators committed to these values.     

Knowledge,Labour and Education

In an emerging knowledge-based economy, the rationale for how resources are organised, value is created and, in turn, how value is converted into power will change radically. Educators, in particular, can play a central role in negotiating these power shifts. This paper examines the impetus behind the shift. In so doing, production is examined as to how it creates value and how that changes our work and learning environments. Emerging definitions of education, value, labour and knowledge are discussed in light of these changes. Finally, resultant social, political, production and structural changes are examined.     

“继续教育”——教师职后知识结构的实然性建构

在经济迅猛发展的今天,社会需要具有高素质的创造型人才,培养创新人才的重任就落在了肩负教育责任的教师身上,教师素质决定教育质量,因此时代要求教师必须不断的充实自己、完善自己,树立终身学习的意识。近年来随着基础教育改革不断深入,部分教师显露出对教学的不适应,以及自身素质的不健全,因此职后教育成为教师弥补缺陷、提高自身素质和教师专业发展不可缺少的一部分。然而,职后教育存在许多问题,有待采取合适的职后教育形式来真正起到为教师充电的作用。     

论职教课程中理论知识与实践知识的结合点

整合技术理论知识与技术实践知识是职业教育课程理论与实践的重点和难点.目前关于这一问题的普遍观点是,以工作任务为中心来开发课程.但是这一观点仅仅提供了整合技术理论知识与技术实践知识的外部框架,要真正实现这一整合,还必须找到二者在工作过程中的结合点,这一结合点是实践性问题.     

高校体育教育专业实践教学体系探究

针对高校体育教育专业的毕业生大多实践能力相对较差、知识面狭窄、兴趣单调等情况,从实践教学体系建构的必要性、原则及课程设置方面进行讨论,对高校体育教育专业的实践教学体系做了有意义的探索研究.     

跆拳道运动在小学体育教学中的应用价值

小学阶段是义务教育的起始阶段,体育教学作为学校教育的内容之一。在学生体质持续下降的今天被高度关注。跆拳道运动以其特有的文化内涵,可以为小学体育教学注入全新的活力,是实现小学生身体健康、人格健全、心智完善的极佳途径。     

Knowledge,Belief, and Science Education

This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one hand, and Michael Hoffmann, on the other, striving to strengthen the claim that rather than students’ belief change, understanding should have epistemic priority as a goal of science education. Based on these two lines of discussion, we conclude that the reliance on testimony as a source of knowledge is necessary to the development of a more large and comprehensive scientific understanding by science students.     

Belief, Knowledge, and Science Education

Epistemological questions about the nature of knowledge and belief underlie many of the controversial issues fundamental to research and practice in science teaching and learning. In an effort to bring some clarity to questions of knowledge and belief embedded within science education research and teaching, we first describe the distinctions drawn between knowledge and belief in both philosophy and educational psychology, each of which have shaped the various definitions employed within science education. This discussion is followed by an examination of the distinctions drawn between knowledge and belief employed by three groups of science educators: the traditional distinctions of the foundationalists that are co-opted by researchers focusing on teacher thinking/cognition, the nonfoundational epistemology of the fallibilists and the evolution educators working from this framework, and the radical constructivists who react to and attempt to move past the limitations of these other positions. In this analysis, we explicate the different ways in which knowledge and belief are understood and operationalized in a broad spectrum of research, we describe the theoretical and philosophical assumptions underlying these approaches, and we explore the important areas of contention (both theoretical and empirical) surrounding each of these distinctions.     

体育教育专业篮球短期实践课程的调查与分析

为了使校外篮球教学观摩和校外篮球裁判实践这两门课程更加完善,对学习该课程的学生进行了调查.结果显示:在校外篮球教学观摩课中大多数学生都能做到耐心观摩,只有少数学生感觉课程枯燥;大多数学生都能在课程中了解老师上课的流程和教学方法,但是大部分学生没有进行模拟实践.学生在上校外篮球裁判实践课程时参与度不高,大部分同学都只是掌握了宣告、计时、填写记录表的工作,只有少数同学能临场执裁.     

Knowledge Society,Education and Aid

The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations.     

高校体育教学中提升大学生职业体能的实践研究

随着国家教育事业的稳步发展,不同的社会职业分工对劳动者也有着不同的身体素质要求。如今,学历教育正向着实用型职业教育转变,任职教育逐步成为我国高等教育的发展趋势。同时,对于一线高级应用型人才的培养也有了明确的目标,即在身体素质培养方面,应用型人才必须具备一定的职业体能。高校体育教学承担着培养应用型人才职业体能的重要任务,但是传统的体育教学模式和方法简单,不能够满足高速发展的经济和人才需要,教学基本是体现在增强学生体质和技能上,忽略了其身体素质是否适应职业要求。本研究以吉林工商学院的专业设置为基准进行职业分类,针对不同的职业类型,结合体育教学对学生进行职业体能训练,以期为学生进入工作岗位提供体能保证,为高校体育教学中大学生的职业体能研究提供有力支撑。     

论教师的实践知识

教师的实践知识是为教育生活合理化而建立起来的指导性知识,这种知识不仅具有明显的主体性,而且具有明显的主体间性;不仅具有明显的经验特征,而且具有一定的理论形式。教师实践知识主要有引导性知识与警示性知识,它具有模糊性、反思性、道德性、生成性和总体性的特点。     

大学体育教学中实施消防安全知识教学探索

本文通过文献资料法、问卷调查法和专家访问法,阐述了大学生对校园消防安全知识的认识现状;论述了对大学生实施消防安全知识教学的必要性;研究了在大学体育教学中实施消防安全知识教学可行性;总结了在大学体育教学中实施消防安全教学的价值。