独立学院人才培养目标探析

独立学院是中国高等教育大众化的产物,高等教育制度的创新。独立学院能否科学、准确地定位,关系到独立学院发展的成败。从分析独立学院的基本特征作为切入点,论述独立学院的人才培养目标及为实现人才培养目标应重点做好几方面工作。     

欧洲足球:引领世界足坛的潮流——第11、12届欧洲杯足球赛分析与探讨

运用观察统计、资料分析等方法,对第11、12届欧洲杯足球赛比赛情况进行分析与探讨,发现导致进球的主要区域、主要手段以及进球时段,探讨如何进行针对性防守,为比赛与训练提供借鉴与参考.     

Appraisal models of intercultural communication apprehension among sojourners

We used R. S. Lazarus’ (Emotion and Adaptation. Oxford: Oxford University Press, 1991) appraisal theory of emotions to propose a theoretical model of anxiety, upon which we built two empirical models centering on intercultural communication apprehension (ICA), distinguished by timing. We tested the models in three samples: Chinese in the US (N?=?268), US Americans who studied abroad (N?=?419), and US Americans in the US (N?=?515). The models achieved good fit. The results showed that during an anticipated or actual intercultural interaction, people had multiple, potentially conflicting goals. The goal-related appraisals of the situation resulted in emotional reactions, such as ICA, as well as coping strategies. ICA and coping further influenced people’s immediacy behaviors and the intention to interact. Our empirical models supported the utility of the theoretical framework for all three samples, and provided advice for practitioners to improve sojourners’ time abroad.     

The role of task and ego-oriented climate in explaining students’ bright and dark motivational experiences in Physical Education

Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.

Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.

Research design: Cross-sectional study.

Method: A sample of 524 secondary school students (51.1% boys, M_age?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.

Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.

Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed.     

"掌握"教学模式对体育专业学生目标定向类别的影响

采用文献资料法、问卷调查法和实验法等,对体育专业不同目标定向类别学生进行调查,发现:高掌握目标定向的学生有较高的综合素质和能力,是素质教育的培养目标;"掌握"教学模式能提高高掌握类别学生的比例,引导学生建立正确的学习观,是高绩效体育专业技术课教学干预的模式。     

论萨特的自由思想与当代教育的超越价值

萨特的自由思想是存在主义人本思想的重要组成部分。他的自由思想对当代教育的发展是非常有益的。当代教育应该从教育的眼前价值向未来价值进行超越。教育应该坚持实然价值与应然价值的统一,应该超越工具理性和知识理性的价值思维,做到物质价值和精神价值的统一。     

2004年国内足球甲级联赛进球情况分析

通过对2004年全国足球甲级联赛的674个进球的进球方式、进球路线和进球时间的统计分析,试图找出我国甲级球队的进攻特点和不足。     

自主性与非自主性目标的教学设置对排球垫球教学效果的影响

自主性目标和非自主性目标的教学设置对排球垫球效果产生不同的影响。自主性目标的教学效果比非自主性目标的教学效果好；在目标教学的过程中焦虑和唤醒水平与技能的掌握有密切关系；目标设置对学生的努力程度有很重要的影响；不同性格类型的人在不同的目标教学中其努力程度不同，对学习产生的效果也不同。     

2005-2006欧洲冠军杯足球赛16强射门进球的统计分析

对2005-2006欧洲冠军杯足球赛16强29场比赛中的57个进球进行分类统计分析,找出欧洲顶级俱乐部足球赛进球的规律和特征,主要的进球方式是快速流动进攻,在流动进攻中最多的方式是抢点射门进球;罚球区内和罚球区前沿地带是射门进球的最佳区域;射门得分的进攻路线在边路,但强队更趋于边中结合;进球时间上半场进球低于下半场。并探讨当今欧洲俱乐部技战术发展的潮流与趋势。     

2006 年世界杯足球赛进球统计分析

对2006年世界杯足球赛64场比赛147个进球进行统计分析。结果显示：比赛75～90min是射门进球高峰期；射门进球最佳区域是罚球区内球门区线附近；进球射门以右脚射门为主；直接射门是主要射门方式；进球以高球居多；传身后是有效的进攻手段，定位球的作用日益突出；前锋队员进球最多。