以全国大学生电子设计大赛为契机推动高师院校电子信息类专业建设

全国大学生电子设计大赛对电子信息类专业建设与改革、学生专业能力和创新能力的培养具有积极的促进作用。该文针对当前师范类院校电子信息类专业发展现状和存在的问题提出了依托全国大学生电子类设计大赛有效推动电子信息类专业建设和课程内容教学改革,提高电子信息类专业人才培养质量,以满足经济建设与社会发展对电子信息类应用型人才的需求。     

龙舟竞渡的赛制同化与民俗回归

探究流传两千多年而现今活力依然的龙舟竞渡,不仅可辨析其体系结构中的民俗活力和融入现代体育赛事后的发展机制,更可以透视竞渡活动之下的民众生活世界;认为龙舟竞渡赛制的规范与趋同是其国际体育化趋势的必然;在此趋势下特别需要关注其地域民俗化发展,特别是民俗取向下的生活世界回归,才能促成龙舟运动发展的广度与深度。     

关于参加全国大学生数学建模竞赛的思考

根据多年来指导学生参加全国大学生数学建模竞赛的经验,通过深入分析赛前准备、慎重选题、团结协作、思路整理、论文写作等方面的问题,为参赛者提供相关的建议.     

提高英语演讲水平的手段及对策

演讲是一门具有很强的实用性和现实性的艺术,它借助有声语言和态势语言的手段显示出其独特的魅力,其中英语演讲更具有特殊性。加强语音教学,严把演讲材料关,注重赛前辅导,引起听众共鸣是提高英语演讲水平的基础和关键。     

The use of head-to-head records for breaking ties in round-robin soccer contests

Head-to-head records are often used in round-robin contests for breaking ties between athletes or teams that are equal on points or wins. In this paper, I argue, on the one hand, that tie-breaking systems of round-robin soccer contests should give more importance to overall goal difference than to head-to-head records. On the other hand, I also argue that even the mere inclusion of head-to-head records in the tie-breaking criteria of a round-robin soccer contest is problematic.     

高职高专实用英语口语大赛对英语专业建设的启示和导向作用

通过对高职高专实用英语口语大赛特点的反思和分析,阐述了高职高专实用英语口语大赛对“以职业能力为本位”的人才培养模式和理论实践教学体系、“双师型”师资队伍建设、英语教学方式方法和理念以及英语考试考核方式改革等方面所起的重要的启示和导向作用。     

对优秀划艇运动员下肢力量训练的探讨

根据划艇运动的特点,以优秀运动员下肢力量训练的构成要素及其组合方式的角度,重点探讨了划艇运动员下肢力量训练的方法及下肢力量对划艇运动成绩的影响.     

中国队传球技术分析

本文根据＇98世界杯外围赛亚洲区十强足球赛的实况录像资料为依据,对中国队在参赛中运用的传球技术及其效果进行了统计分析,探讨中国队在传球技术方面存在的主要问题和差距,为其今后的训练提供一定的参考依据。     

基于项目引导和职业技能竞赛的教学模式研究——以《DCS技术应用》课程为例

通过对《DCS技术应用》课程教学现状的分析,研究利用"项目引导+职业技能竞赛"的教学模式用于课程的教学改革,并借鉴五星教学法进行课堂教学设计,在此基础上给出了教学实施策略。教学实践证明,"项目引导+职业技能竞赛"的教学模式能够达到良好的教学效果。     

What counts as part of a game? Reconsidering skills

The first goal of this paper is to reply to a number of criticisms levied by Gunnar Breivik and Robert L. Simon against an account of sporting skills I published almost 20 years ago in which I distinguished between constitutive and restorative skills and examined their normative significance. To accomplish this goal, I first summarize my characterization and classification of skills and then detail the criticisms. After responding to the latter, and thus reconsidering and hopefully strengthening my account of skill in sport, I turn my attention to Scott Kretchmar and Tim Elcombe’s inquiry into the skills involved in competitive sport. These authors claim that contesting skills demand the same respect usually accorded to testing skills. The second goal of this paper is then to explore Kretchmar and Elcombe’s inquiry under the light of my reconsidered analysis of skill. I specifically advocate a plausible relationship, both in terms of their distinctive character and relative import, between testing and contesting skills and constitutive and restorative skills. In doing so, I seek to present a more comprehensive account of skill in non-competitive and competitive sport.