杯子能跳高

人能跳高，只要四肢健全就办得到，可你相信吗?杯子虽然没有腿，但也能跳高。     

跳高包对跳高技术掌握的作用

本文介绍跳高包对跳高技术掌握的几种作用,以求对跳高训练与教学有所帮助。     

跳高运动员是从横竿下钻过去的

跳高是田径运动中的重要项目，是人依靠自己的力量克服地球的引力，使身体越过横竿的一种运动．最初的男子跳高世界记录是1．70m左右，现在地球上跳得最高的人是古巴跳高名将索托马约尔，他在1989年成功的越过了2．44m的高度．但当有人告诉你，优秀的跳高运动员都是从横竿下钻过去的，你会相信吗？     

征服恐惧,迎难而上——小学体育课堂跨越式跳高教学中如何克服学生的心理障碍

小学生的身体协调能力与弹跳能力正处于发育阶段,面对跳高容易形成心理障碍,缺少自信、胆怯,存在恐惧心理,这些都会影响小学生的跳高练习兴趣,出现不敢尝试跳跃练习、练习时互相退让等问题。在体育课堂中应保证跳高练习环境安全,教会学生迎难而上。分析了克服小学生心理障碍的跨越式跳高教学方法,旨在培养跳高技术技能与改进跳高动作质量。     

浅析背越式跳高起跳多轴转动生物力学机制

背越式跳高是取得最佳成绩的一种技术，背越式跳高的技术，无论是技术概念还是技术动作结构，起跳技术都是跳高技术的核心。起跳阶段的目的是迅速改变人体的运动方向，并获得尽可能大的垂直速度，同时还要产生一定的旋转动力，保证过杆动作的顺利完成。背越式跳高运动经历了内倾——竖直——旋转的进程，实现了以矢状轴、额状轴和垂直轴组成的多轴转动。     

跳高运动员训练与比赛中最佳心理状态的调控

根据背越式跳高的特点，采用了全面身体素质结合专项技术技术、心理的训练方法，并在大型的跳高比赛中对运动员的竞技状态进行了有效的调控，取得了较好的效果。     

现代背越式跳高的关键—借力起跳

依据当今世界背越式跳高的发展方向－以速度为突破口，揭示出借力起跳的重要性及如何充分发挥借力起跳能力，使跳高运动再展辉煌。     

表象训练法对背越式跳高教学效果的影响

在体育教学中，运用表象训练提高动作质量开创了利用心理因素促进技术学习的新途径．在背越式跳高技术教学中运用表象训练，旨在让学生在学习技术动作过程中通过心理训练，使身体运动和大脑思维活动有机结合，以达到强化动作要领，促进对技术动作熟练掌握的目的．教学实验表明，采用适宜的表象训练可有效缩短运动训练周期，显著提高背越式跳高的运动成绩．     

体育专业背越式跳高教学改革实验研究

本文根据体育心理学之迁移理论，对背越式跳高技术教学设计了一套新的教学方法，即实验教学法。运用文献资料法，数理统计法，对实验教学法与传统教学法进行对比教学实验研究发现：实验教学法更能有效地提高教学质量，同时为师范院校体育专业背越式跳高教学提供了一条可供参考的教学方法。     

背越式跳高过杆动作典型错误的分析及纠正

背越式跳高是一项技术动作较为复杂的跳跃项目，在公共体育课教学中，由于跳高技术动作的复杂性和对身体素质要求较高，学生经常出现错误动作，本文就背越式跳高过杆动作典型错误的产生原因进行分析，并提出了纠正的方法。     

"踏跳板"在跳高、跳远教学中的应用

在跳高、跳远教学中，舍理应用踏跳板起跳，不仅可以增加腾越高度，易于空中姿势的掌握。还能激发学生学习的兴趣和信-心，教学效果比较好。     

我国优秀女子跳高运动员起跳技术的运动学分析

运用三维解析的方法,对参加全国田径大奖赛中山站的女子跳高运动员,进行起跳技术的系统分析研究,结果表明：队伍年轻,失误率高,速度利用率低.     

跳高运动员训练与比赛中最佳心理状态的调控

根据背越式跳高的特点 ,采用了全面身体素质结合专项技术、心理的训练方法 ,并在大型的跳高比赛中对运动员的竞技状态进行了有效的调控 ,取得了较好的效果     

多元回归与灰关联数学模型应用之比较

用多元回归与灰关联方法对跳高成绩进行分析比较,指出了应用这二种数学方法在解决体育具体问题时应满足的条件及其局限性,旨在为体育工作者提供可靠的系统分析方法作参考。     

A Case Study of Preschool Children’s Musical Interests at Home and at School

In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool teachers, children at the age of five to six and their parents, was conducted in order to determine the interest of preschool teachers and children in music activities. We found that the teachers showed greatest interest in singing songs, playing instruments and listening to music. The children’s favourite activities in kindergarten were movement to music (dancing), singing songs and playing on instruments, namely activities where they could take active part in the educational process. The parents reported that at home the children preferred most to listen to music, to sing songs and move to the sounds of music, and less to play on instruments and to be creative in music. The development of the children’s interest in music depends on the teachers’ expression of interest in music activities, on the choice of music activities and music contents and on the experience in the music environment of the family.     

Leaping Out of Our Skins: Postmodern considerations in use of an electronic whiteboard to foster critical engagement in early literacy lessons

Postmodern theory is used to consider literacy instruction with and without an electronic whiteboard to investigate what it means to move beyond using technology to replicate older models of classroom structure that may be historically situated but that also limit or at least, do not support engagement in ways that may be possible through use of new technologies. Using postmodern theory in this regard is a way in which to consider again the thoughts and practices that tend to construct identities and ideologies in ways that work against true engagement in literacy tasks, lead to subjection and demonstration of acquiescence in place of engagement that leads to participation and critical engagement. Critical engagement as opposed to gaining and maintaining student attention to task are considered in this paper. Thinking about use of the electronic whiteboard from a postmodern perspective cautions us about careful use of this technology to avoid sending messages to students about them and their role in literacy development, the classroom, and in society.     

谈师范院校美术教学中的审美教育

要切实加强对高师学生的审美教育,让学生在欣赏优秀美术作品的过程中认识真善美,提高精神境界,受到潜移默化的思想教育;美术欣赏教学是对学生进行审美教育的主要内容,可以培养和提高学生的艺术素养和审美能力;欣赏教学应贯穿于整个美术教学过程中,要与绘画、设计等其它实践教学相互渗透、相互融和;要通过审美教育激活学生的形象思维能力,培养学生健康向上的审美情趣和鲜明独立的创造个性,促使学生成为全面发展的优秀人才。     

Japan’s colonial policies – from national assimilation to the Kominka Movement: a comparative study of primary education in Taiwan and Korea (1937–1945)

The eight-year-long period from Japan’s initiation of the Second Sino-Japanese War in 1937 to its unconditional surrender in 1945 forced Japan to invest its national economy and industrial and scientific technologies in the war. In addition, in the name of the Greater East Asia Co-Prosperity Sphere, Japan initiated its assimilation and Kominka (Japanisation) policies (皇民化政策) in the colonies Korea and Taiwan. Japan used education as a tool to expand its influence over members of society, and attempted the frequent use of Japanese and Kominka (皇民化) in daily life to penetrate the awareness of people in the colonies. Japan also started to enforce various assimilation policies. A comparison of the implementation of Kominka policies (皇民化政策) in Taiwan and Korea shows that, in terms of school admission rates and frequency of use of Japanese, the proportion of school admission rates for frequent speakers of Japanese to primary education in Taiwan are significantly higher than those in Korea. Moreover, in terms of primary education, national schools were implemented in both Taiwan and Korea according to the “National School Order” promulgated in 1941. Japan made use of the term “education equality” to win people over. In fact, it aimed to strengthen the concept of Kominka (皇民化), the education of militarism, and to force the Taiwanese and Koreans to become “imperial citizens” loyal to the Emperor. Japan’s ultimate objective was to create an environment that met military needs for civilian and military resources.     

地方高师院校学科建设刍议

我国高等教育改革与发展的新形势要求地方高师院校重视和加快学科建设。地方高师院校学科建设的核心是搞好学科布局和凝炼学科方向;关键是抓好学科队伍建设;必须抓好学科基地建设;必须遵循有所为、有所不为的原则,贯彻分类指导、分层次建设、滚动式发展的方针;必须健全和完善学科建设的组织机构,探索并建立有效的学科建设运行机制。     

高校德育隐性载体探究

高校德育隐性载体是指在高校德育过程中,联系德育主客体并承载、传递德育的内容和信息的间接、隐藏的形式和手段。高校德育隐性载体的运用和实施,需要探索专业学科教学中的德育渗透,需要发挥学生管理承载和传递德育的作用,需要增强学生服务工作的育人功能,需要凝炼富有特色的大学文化和大学精神。