体育教学中的运动负荷对身体机能影响的比较分析

在体育教学中运动负荷的大小直接关系到增强体质的作用本文通过回归方程分析运动"量"与运动"强度"对增强体质的作用,通过对厦门大学嘉庚学院2010级和2011级各一个班学生几项测试,和实验班与对照班数据对照,结论为有效的增强体质,需要在一定"量"与"强度"的运动负荷情况下才有明显效果。其中"强度"是占主导地位的。     

The conceptualization of instructional technology by teacher educators in Zimbabwe

This study examined how university lecturers in pre-service secondary school teacher education programs in Zimbabwe conceptualize instructional technology (IT) integration. Twenty-one lecturers in the colleges of education at three universities participated. Interviews were used for collecting data, and analysis was done using Miles and Huberman’s (1994) interactive data analysis model. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely hardware in nature, with focus put on viewing technological tools as audiovisual tools or aids. Lecturers with qualifications in IT viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery, and lecturers who used computers used these for lecture preparation. This is a preliminary study to understand the basis on which the broader integration of technology may be explored in the Zimbabwean context.     

Teacher self-efficacy: a classroom-organization conceptualization

In current conceptualizations teacher sense of self-efficacy relates mainly to teaching tasks, in particular within the classroom context. This article offers a new conceptualization of teacher self-efficacy based on a broader work spectrum, comprising classroom and school-organizational contexts, with empirical evidence to support its validity. Participants were 555 teachers who served as respondents, filling out a self-report questionnaire. In a factor analysis of the scores, a two-factor structure emerged which consisted of teacher self-efficacy in the classroom and in the school-organizational domain. Each factor possessed professional tasks and inter-relation elements. The study suggests a new definition of teacher self-efficacy.     

物理情境学习中抛锚式教学模式的应用--"运动的合成和分解"一节的教学探索

在新课程背景下 ,进行抛锚式教学可以为教师在物理学科教学中设计以学生为中心的学习环境 ,为进行情境学习提供参考。本文以“运动的合成和分解”一节的教学为例 ,阐述了这种教学模式的应用过程。实践表明 ,情境学习的新见解能实现物理教学上的创新。     

叙事取向下的再概念化教学

教学不只是应用学习理论或强调成就表现,更重要的是对人类复杂文化的习得与创造过程;教师与学生应该是教学的主体.以“叙事”作为对教学进行再概念化的途径,叙事模式的思维,可以让师生在教学的历程中,绘制属于自己的位置与网络,建构对世界的看法;叙事的情感让教学成为一种生命的陪伴与呼唤.通过叙事,我们可以得到教学的新概念——一种生命交互、移情想象、政治理解与教育创造的教学.     

谈物理知觉能力的培养

认知心理学是心理学的一个的分支,是依据信息加工理论,研究人处理外界信息的内部机制．近些年．物理教育界也有学者用认知的观点来研究物理学习过程,把它分为：物理感知、形成概念和规律、解决物理问题三个主要的过程、感觉是人脑对事物的个别属性的认识,是各种较高级心理活动的基础,是人类生存的     

高校体育改革中终身体育意识的培养

分析了体育教学改革的意义以及终身体育在高校体育改革中的作用,探讨了高校体育教育深化改革发展的思路.认识不足、培养模式单一等因素限制了高校学生终身体育意识的发展,就此提出一些建议和时策,旨在推动高校体育改革以终身体育为主线持续、健康、有序地发展.     

Exploring problem conceptualization and performance in STEM problem solving contexts

Problem solving abilities are critical components of contemporary Science, Technology, Engineering and Mathematics (STEM) education. Research in the area of problem solving has uncovered much about the representation, processes and heuristic approaches to problem solving. However, critics claim this overemphasis on the process of solving problems has led to a dearth in understanding of the earlier stages such as problem conceptualization. This paper aims to address some of these concerns by exploring the area of problem conceptualization and the underlying cognitive mechanisms that may play a supporting role in reasoning success. Participants (N?=?12) were prescribed a series of convergent problem-solving tasks representative of those used for developmental purposes in STEM education. During the problem-solving episodes, cognitive data were gathered by means of an electroencephalographic headset and used to investigate students’ cognitive approaches to conceptualizing the tasks. In addition, interpretive qualitative data in the form of post-task interviews and problem solutions were collected and analyzed. Overall findings indicated a significant reliance on memory during the conceptualization of the convergent problem-solving tasks. In addition, visuospatial cognitive processes were found to support the conceptualization of convergent problem-solving tasks. Visuospatial cognitive processes facilitated students during the conceptualization of convergent problems by allowing access to differential semantic content in long-term memory.

     

对终身体育与公共体育课的思考

对高校体育课存在的问题进行了剖析,指出了课程的设置应从学生的需要和发展出发,以终身体育为主线最终实现素质教育.     

论跆拳道身体素质的训练

文章通过查阅大量文献资料,结合自身带学生经验及训练实践,根据跆拳道项目的特点和规律,对跆拳道运动员的身体素质训练的具体方法进行了分析研究。