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本文介绍了一种球类比赛计分计时系统.该系统具有同时显示甲、乙两队比分、比赛时间及比赛结束哨音提示等功能. 相似文献
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每球得分制给羽毛球比赛带来最大的变化是场上速度快了。运动员要注重抓紧前三拍积极进攻,突击扣杀成了比赛的关键,快节奏使得比赛时间大为缩短。最新数据显示:每场比赛平均耗时仅37分钟,比原比赛缩短至少10分钟以上。另外,比赛的偶然性加大,强手一时发挥不佳,就有可能失去战局,饱尝败果的滋味。要针对记分规则的变化,加强我们的训练,使运动员尽快适应新规则,在比赛中更好的发挥技术水平,从而取得最好成绩。 相似文献
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陆雪梅 《广西教育学院学报》2008,(5)
每球得分制给羽毛球比赛带来最大的变化是场上速度快了。运动员要注重抓紧前三拍积极进攻,突击扣杀成了比赛的关键,快节奏使得比赛时间大为缩短。最新数据显示:每场比赛平均耗时仪37分钟,比原比赛缩短至少10分钟以上。另外,比赛的偶然性加大,强手一时发挥不佳,就有可能失去战局,饱尝败果的滋味。要针对记分规则的变化,加强我们的训练,使运动员尽快适应新规则,在比赛中更好的发挥技术水平,从而取得最好成绩。 相似文献
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足球南非世界怀赛事期间,每场比赛总是看到一张技术统计表,列出两队的控球时间数,角球数,射门数,定位球数,黄牌数等等.这张表把比赛过程“定量化”了,看上去非常客观、全面。于是想到,以技术统计数据作为判定两队胜负的依据如何? 相似文献
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人教版七年级数学上册《整式的加减》习题2.1第9题题目是:3个球队进行单循比赛(参加比赛的每一个队都与其他所有的队各赛一场),总的比赛场数是多少?4个队呢?5个队呢?n个队呢?解析:3支球队进行单循环比赛,每支队都要与另两支队比赛,每场比赛都有两支队参赛,除去重复的,共有2+1=3场比赛;4支球队共有 相似文献
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张德银 《中学课程辅导(初一版)》2003,(10):37-37
课本P23B组第3题:3个球队进行单循环比赛每个队都与其他的队各赛一场),总的比赛数是多少?4个球队呢?5个球队呢?写出m个球队进行单循环比赛时总的比赛场数n的公式. 分析:3个球队进行单循环比赛,每个队都要与另两个队比赛,每场比赛都有两个队参赛,除去重复 相似文献
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游戏与教学比赛具有趣味性、娱乐性、多效性、广泛的适应性和激烈的对抗性等特点,能够调节课堂气氛,提高学生的兴趣。在排球技术教学中,运用游戏与比赛方法能缩短技术掌握泛化阶段的时间,提高分化阶段的教学效率,有利于巩固提高排球技术;本研究通过运用游戏与比赛法对垫球进行教学实验,探讨了对运用游戏与比赛法在排球技术教学中娱乐与健身的可行性和实效性。 相似文献
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体育教学是正确、熟练地掌握运动技能和增强体质的有效手段。在体育教学中,如果在适当的时候,穿插进行一些体育游戏,这无论从运动生理学、运动心理学和教育学角度来看,都有着十分良好、积极的作用。本文从运动生理学角度谈游戏在体育教学中的作用。体育游戏在教学中,对提高学生兴奋性、兴趣性和反应能力等起着良好作用,对完成教学任务,提高教学效果起着积极的作用,是进行体育教学的一种行之有效的方法。 相似文献
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Colleen Stieler-Hunt Christian Jones 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):264-279
The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short-form drill-and-practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in-depth, semi-structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms. 相似文献
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Abstract The aim of the study was to improve the information processing and concentration skills of learning disabled (LD) children by using computer games in a procedure that enhances self‐verbalisation and mediated learning. Of the 21 LD children who participated in the study, 14 were trained in the specific procedure, while at the same time the seven children in the control group participated in regular tutorial activities in small groups. Subsequently, in the second training period, the control group was instructed to play commercial strategic games, with no stress on self‐verbalisation procedures and the experimental group participated in regular classroom tutorial activities, without computers. The following measures were used to assess the effect of the training: MFFT, Progressive Matrices and three subtests of the WISC‐R. The results demonstrated that the computer games presented within the framework of self‐verbalisation procedures and peer‐interaction facilitate the information processing of LD children. The interactions of passive and impulsive LD children with computer‐related activities should be examined in future research within the context of their ecological environment. 相似文献
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本文是介绍基于无线射频的遥控电路.它可操纵距离大,并可穿过墙壁等障碍物.它可用于照明、电动门、电动玩具等遥控. 相似文献
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杨思敏 《中国教育技术装备》2012,(9):35-37
商业游戏之所以被人们广泛接受和喜欢,主要源于动机机制设计。把商业游戏的动机因素运用到教育游戏的设计中,是教育游戏可玩性和好玩性的保证。商业游戏在好奇、控制、幻想、挑战和人际动机这5个内在动机因素的设计上远远优于教育游戏,能给玩家带来忘我的体验。主要将商业游戏和教育游戏在动机的5个方面进行对比分析,得出二者之间的差距,提出几条教育游戏在游戏动机机制的设计上可以借鉴商业游戏的意见。 相似文献
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游戏:本质、意义及其教学论启示 总被引:24,自引:0,他引:24
游戏是人类生存、活动的基本方式,更是儿童展现生命存在与活力的舞台。从本质上讲,游戏是一种主体性活动,具有自发性、自主性、虚幻性、体验性与非功利性。游戏对于儿童身心和谐发展具有独特的作用,对于学校教学具有深刻的启发。 相似文献