我国普通高校体育专业招生考试术科项目设置探析

文章采用文献资料法、专家访谈法、逻辑分析法,根据我国33年体育专业招生考试术科项目设置过程中存在的诸多问题,提出了对术科考试项目设置进行调整的方案。以期构建科学、完善的术科考试项目及评价体系,旨在形成公平、公正、公开的选拔体育优秀人才的机制,为实现"选好人、选准人、选对人"的高校体育专业招生考试奠定坚实的理论基础。     

体育专业招生考试术科项目设置研究

本文主要采用文献资料法、专家访谈法、逻辑分析法,根据我国33年体育专业招生考试术科项目设置过程中所存在的诸多问题,提出了对术科考试项目设置进行调整的方案,以期构建科学、完善、可行、合理的术科考试项目及评价体系,形成更加公平、公正、公开的全面选拔体育优秀人才的机制,为“选好人、选准人、选对人”的高校体育专业招生初衷奠定坚实的理论基础。     

河南省普通高校体育专业招生考试研究

文献资料、数理统计和逻辑分析等研究方法 ,对河南省普通高校体育专业招生考试进行了分析研究认为 ,就目前所抽选的身体素质测试的和专项考试还不能全面反映考生情况 ;报考球类、体操和武术的考生在近年内仍将以较高的比率增长 ,同时还提出全面改进专项考试的考试内容和评分方法     

高等院校体育招生考试改革对策研究

采用文献资料法、调查法、逻辑分析等研究方法，对体育专业招生考试进行研究，从而力求揭示体育高考中好的方法及存在的不足，为体育招生考试制度的改革提供有益的参考。     

河南省普通高校体育专业招生考试研究

采用文献资料、数理统计和逻辑分析等研究方法，对河南省普通高校体育专业招生考试进行了研究。认为身体素质测试项目不能全面检测考生情况且对不同专项考生造成不同影响；专项考试不能较好地体现考生的专项水平。建议：对不同专利考生设置不同的身体素质测试项目；专项考试中增加技评考试；录取办法采用在体育考试和文化课考试成绩都达到分数线的考生中，按体育考试成绩由高到低录取等。     

普通高校体育专业招生术科测试问题研究

对四川省体育专业招生考试各专项报考人数及成绩进行了统计分析,得出当前四川省体育专业招生考试中存在着报考人数分布不太合理、专项之间的评分标准难度不平衡等问题,针对问题提出了建议和对策.     

普通高校体育教育专业招生体育测试项目设置思考

运用数理统计、文献资料和调查访问等方法,以参加１９９７年度天津市体育专业招生体育测试的男女３６９名考生为研究对象,阐述了调整现行体育测试项目设置的必要性和可行性,在此基础上提出了新的体育测试项目设置的框架体系     

对普通高等学校体育专业招生考试工作的比较研究

本文就2006年我国各省市普通高校体育教育专业招生中报名条件、考试的组织与管理、考试内容等问题的现状进行比较分析,并对部分省（市）高校和中学的专家、教师进行了调查,探讨体育专业考试的发展方向,以期能为体育专业招生考试改革提供参考依据。     

高校体育专业招生术科考试项目设置探究——以浙江省为例

在回顾了我国高校体育专业招生发展历程的基础上,应对以“就业为导向”的人才培养目标,提出调整高校体育专业招生术课项目设置意见,认为合理的考试项目设置,更能体现“选好人、选准人、育好人、能成材”的高校体育专业招生的初衷。     

体育高考考试方法及项目设置研究

运用调查统计等方法研究各省市体育高考方法及项目设置的基本情况,分析并反思其中存在的差异及不足。提出形成"1+1"(身体素质测试+专项技术测试)的考试方法和"5+8+X"的项目设置模式,旨在统一各省市体育高考的方法和项目设置模式。     

我国部分体育院系体育教育专业学生成就目标定向研究

成就目标定向规范着个体的行为动机模式,而不同的动机模式造就不同的个体综合素质。通过对我国部分体育院、系体育教育专业学生成就目标定向的调查研究,初步了解目前我国体育教育专业学生成就目标定向的规律和特征,为探讨人才培养模式提供理论依据。     

构建体育专业学生综合素质评价体系的研究

采用文献资料、问卷调查和层次分析法,结合高校体育专业教学管理工作实际,构建了一套评价普通高校体育专业学生综合素质的指标体系,并建立了其计算的数学模型,为高校体育专业确立合理的教学目标和人才培养模式提供借鉴.     

培养高职院校学生体育兴趣的策略研究

体育兴趣是推动学生体育学习的内部动力,激发学生的体育兴趣可以有效地提高学生的学习效果。激发学生兴趣采取的策略包括：丰富教学艺术和教学方法,培养学生兴趣,整合课程资源,开展仿真教学,拓展学生兴趣,建设高职学生体育社团,深化学生体育兴趣。     

Pedagogies for inclusion of junior primary students with disabilities in PE

Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs of all students. Significantly, little is known about how teachers include junior primary students with a disability in PE.

Aims: This paper aims to explore pedagogical practices for the inclusion of junior primary students with disabilities in PE as well as environmental accommodations teachers make. In order to address these aims, the research undertaking was guided by the question: ‘What pedagogies do teachers draw upon to include junior primary students with disabilities in PE’?

Methods: This qualitative research undertaking incorporated a critical case study approach, which utilised semi-structured interviews and field observations as data collection tools. Three teachers of PE in primary schools located in Adelaide, South Australia, participated in the research undertaking. Given this small sample group we make no claims for generalisability, but seek to provide connections for others teaching in PE.

Results: Findings are presented in three general themes of: Relationships for inclusion, Practices of Inclusion and Complexity and inclusion. Participants’ statements are used to illuminate discussions about discourses drawn on and to make links between previous research and theoretical perspectives. In general terms, findings revealed that despite barriers, such as catering for multiple forms of disabilities with minimal assistance from support staff and negotiating school environments, participants embraced inclusion and made pedagogical modifications to ensure meaningful involvement in PE lessons for all students. This research also identified the important role teachers play in terms of relationships, adaptations and safe learning environments, which collectively enable the inclusion of junior primary students with disabilities.

Conclusion: Students with disabilities warrant specific recognition and access to educational resources including within the field of PE.     

民航大学生飞行员航空体育课程优化设置探讨

通过专家访谈等方法,探索性地提出我国普通高校大学生飞行员体育课程教学内容应以航空生理学、航空医学、航空心理学为理论依据,以大学生身体发育的特点为基础,以提高大学生飞行员的各项身体素质和职业素质,增强学生的飞行能力,提高飞行员健康意识和终身体育意识,养成体育锻炼的习惯为目的,重新拟定出我国普通高校大学生飞行员航空体育课程教学内容,并进行优化设置.     

论课外体育对高校女生终身体育的影响

学校体育是终身体育的基础，通过对课外体育和高校女生对体育活动态度及参与程度的分析研究，以建立和完善新的课外体育体系，达到培养高校女生体育意识和终身体育锻炼的习惯。     

大学生体育结构探论

本文通过对大学生体育结构的探究,指出当前高校体育仍存在着一些混沌模糊的认识,一些陈旧的传统教学思想还在不同程度地制约着学校体育发展,给教学工作带来了严重的障碍。由体育知识、体育技能和心理发展教育三个系列内容组合的大学生体育结构,强调基础,侧重健身,既能使学生获得必要的体育知识和技能,又具有坚持锻炼的动力,这一模式充分体现了普通高校体育教学的特点与方向。     

福建省大学生体育价值观研究

采用文献资料、访谈、问卷调查、数理统计等方法,对福建8所本科高校813名大学生的体育价值观进行调查研究.结果表明:健身娱乐、美育个性、情感促进、群体协作、知识技能提升等5个因子维度构成大学生体育价值观因子结构体系,不同性别大学生体育价值观具有一定的交互作用和显著性差异;大学生独有人格特征、传统社会环境、心理-生理模式等是形成福建大学生体育价值观差异性的重要因素.     

创建大学体育课新模式的思考

现阶段我国大学体育课堂教学隐含着与一般大学教育相悖的4个特点：教程的非衔接性、成绩的非进展性、教育的非系统性和学习的非独立性。针对大学体育课在推行素质教育的过程中，既有易于接受素质教育理论的优势，又有难于实施素质教育的实际情况，提出大学体育教育要以学生的健康为中心，以提高身体素质、增强心理素质、培养社会参与力为3个支撑点，并相应改革教学内容、教学模式和改革考核方式的建议。     

Meaningful experiences in PE for all students: an activist research approach

Background and purpose: The research literature in physical education (PE) is placing a growing focus on the need for research that can illuminate not only the challenges PE faces but also how we can develop PE to meet the needs of all students. The activist approach aims to study future possibilities in PE, and the goal is for all young people to learn to value a physically active life. The purpose of this article is to study how the activist research approach to PE can influence students’ meaningful PE experiences.

The study: The project was conducted in co-ed PE among 15-year-old students (10th graders) in Norway in collaboration with teachers and students at their high school. The research group followed one class of 27 students during one semester of PE. The researchers planned, taught and evaluated the process according to the critical elements of activist research in PE. Data from diverse sources (observations, interviews, student logs, reports, etc.) were collected before, during and after the project.

Findings: The study demonstrates that students’ sense of meaningfulness can be developed by the activist approach. Female students in all groups found PE to be more meaningful during the project than previously. The students who disliked PE prior to the teaching period displayed the greatest improvement in terms of meaningfulness. The study shows how different aspects of the activist approach influence students’ sense of meaningfulness in PE. Creating a safer class environment had an impact on students’ feelings of social inclusion in PE. Broadening students’ perspectives about what is possible for them by introducing new activities had a great impact on students’ mastery, and co-creating the curriculum was important for their feelings of personal relevant learning.

Conclusions: It is our conclusion that involving students in the curriculum-making process is of great importance to their experiences of meaningfulness in PE. Our study shows that to listen to students and broaden students’ understanding of what PE can be has the potential to empower students, and to contribute to meaningful experiences in PE. In contrast to the majority of activist research, our study was conducted in co-ed PE. The need to co-construct the learning environment and question male dominance in PE is urgent in co-ed settings. We believe that co-ed PE can be an important arena for working with gender equality in schools. However, it should not be underestimated how important PE teachers’ roles are. If the teachers are passive, co-ed PE can seriously undermine girls’ experiences of meaningfulness in PE.