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41.
论“体教结合”和“教体结合”的同化与异化 总被引:1,自引:0,他引:1
王永安 《体育科技文献通报》2011,19(8):60-61,63
从“体教结合”和“教体结合”概念分析入手,阐述了“体教结合”和“教体结合”两种培养竞技体育人才模式的现状及发展情况。从概念的范畴、内容的指向性、发展目标、培养的思路、培养的理念等五方面探讨了“体教结合”和“教体结合”两种培养模式的趋同性;从所处地位、培养对象、培养形式、结合模式、学训方式,以及资源配置等方面探讨了二者之间存在的差异性。认为区分二者的异同点,将有助于我们进行理性的思考,科学的决策,不断促进我国体育事业的可持续发展。 相似文献
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中共中央国务院2010年7月颁发了《国家中长期教育改革和发展规划纲要(2010—2020)》,对包括民办高校在内的高等教育事业的改革发展进行了精心规划和全面部署,并设立了若干重大项目和改革试点。课题组围绕陕西经济社会发展的需要和广大人民群众对高等教育健康持续发展的期盼,对新时期陕西民办高等教育可持续发展战略进行了研究。主要内容有陕西民办高等教育的发展过程和现状;陕西民办高等教育的主要成绩与基本经验;影响陕西民办高等教育可持续发展的主要因素分析;陕西民办高等教育可持续发展战略的对策建议。 相似文献
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Bernstein Debra Puttick Gillian Wendell Kristen Shaw Fayette Danahy Ethan Cassidy Michael 《Educational technology research and development : ETR & D》2022,70(1):119-147
Educational technology research and development - In most middle schools, learning is segregated by discipline. Yet interdisciplinary approaches have been shown to cultivate creative thinking,... 相似文献
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Peter W. A. West 《Higher Education Quarterly》2006,60(2):187-197
Universities are famous for their resilience and longevity. Yet, when serious disputes arise, as in the University College of Swansea in 1989, their structures can be tested to the limit. Taking those events as a case study, this paper examines critically the option of choosing private sector approaches. It then develops its central argument: the most robust systems will be those that marry together academic and managerial values. 相似文献
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Davis KS Burgeson CR Brener ND McManus T Wechsler H 《Research quarterly for exercise and sport》2005,76(2):202-211
The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs. 相似文献