浅谈现代美学在篮球教学中的运用

美育是我国社会主义精神文明和物质文明建设的重要内容.随着现代社会的不断发展,物质文明与生活水平的逐步提高,人们对美的追求也越来越高.体育教学是对青少年进行体育教育及美育的重要形式,它是一门健与美、体力和智力有机结合的艺术.体育教学的美育教学学习使学生自觉地培养和提高对体育美的感受能力,自觉地去进行体育运动,并培养他们积极、乐观、勇敢、果断的性格.本文就从现代美学在篮球教学中的运用谈一谈自己的看法.     

面向21世纪学校体育的内涵及其教学模式

教育部在《面向21世纪教育振兴行动计划》中提出：体育和美育是素质教育的重要组成部分，要加强体育和美育工作，要使学生有强健体魄。到2001年，通过发布《学校艺术教育工作条例》，深化教育改革和器材配备等工作，初步建立大、中、小学相互衔接的、较为科学合理的体育、艺术教育体系，保证学校体育和艺术教育教师的数量和质量，提高教学水平。     

如何在体育教学中渗透德育教育

本文从如何在体育教学中进行德育教育的渗透,运用实例分析了在体育教学中如何有效的运用,从德育教能环境挖掘教材德育因素,培养学生监赏美的情操,注重教学过程和学生习惯的成,课外延伸,以达到对学生进行德育重陶,提高学生思想品质教育的目的.     

略论高中体育教学中探究式教学方法

本文通过分析高中体育教学中探究式教学的内涵、重要性、应用及注意点,提出了在高中体育教学中,应把培养学生探究学习能力、发展学生个性,作为全面提高教学质量、培养学生终身体育思想的重要内容。     

新课改下的体育教学如何培养学生的兴趣

传统的体育教学基本上都是把学生运动技能放在第一位,把对学生运动兴趣的激发放在其次,甚至忽略,从而直接导致体育教学发展缓慢。而新课改下的体育教学使学生对体育有了正确的认识,注重培养学生的体育学习兴趣。本文主要对中学体育教学的现状以及培养学生学习兴趣的具体途径进行了分析。     

体育教学中体育能力的培养

通过体育教学培养学生的体育能力和养成自觉锻炼的习惯,这是每位体育教师的职责,也是体育教学向素质教育转轨的一项重要任务和研究课题。学生体育能力的提高,对身体基本活动能力、运动技能的掌握和增强体质等都有较好的促进作用。为学生终身体育和培养学生的锻炼习惯奠定基础。体育教师应考虑如何通过教学过程来培养学生的体育能力和养成经常锻炼的习惯,也就是将能力教育贯穿于整个体育教学中,培养学生养成良好的锻炼习惯。     

体育游戏在体育教学中的运用

采用文献资料法、问卷调查法和专家访谈及实验法对长沙市体育教学中体育游戏运用现状的调研,发现体育游戏以其独特的功能与教学形式,能有效缓冲和改善枯燥的体育教学模式,提高学生对体育课的兴趣.用游戏教学的形式更易让学生接受体育锻炼,能有效的完成预期教学目标,从而达到提高体育教学质量的目的.     

实施快乐体育教学，锻造身心俱佳的优秀人才

快乐体育教学将学生快乐的学习情绪贯穿于教学过程,使学生快乐健康成长。在快乐体育教学中方法多样,激发兴趣;角色互换,愉悦身心;体验总结,突破难点;口令训练,提高能力;游戏教学,团结协作;师生和谐,体验快乐。学生感受体育魅力,陶冶美好情操,培养终身体育意识。     

体育教学中对高中生实施心理健康教育

新课程改革中要求我们在体育教学中,不仅使学生有健康的身体,又要有健康的心理和良好的精神状态.针对现在高中生中存在的一些心理健康问题,通过对调查资料的分析、推理、归纳,给体育教学中心理负荷的调节进行了系统的分类,叙述了学生心理健康教育融入到体育教学中的实施途径,并有针对性的探讨了在体育教学中加强对学生的心理素质培养的一些基本方法、手段及措施,合理地运用体育教学特有的形式和内容,更加有效地全面提高学生的身心健康水平.     

关于体育课堂氛围营造的几点探讨

随着社会的不断进步,经济的高速发展,人们生活水平有了很大提高.人们对于健康的追求度越来越高,体育教学是一个人保持健康的根本,从体育教学中培养学生的健康意识更要从小做起.目前体育教育计划要求体育教师坚持培养学生的健康意识,做到老师与学生、学生与学生之间的多方面的互动,使课堂教育更加活跃.本文从教授幼儿教师体育教学方法的角度,阐述了体育教学中如何营造课堂氛围,调动学生进行体育学习的积极性和主动性.     

Preconceptional education

Although studies have examined the susceptibility and pattern of injury induced by infusion of free radical-generating solutions into a number of vital organs, no such investigation has been performed for the diaphragm. The purpose of the present study was to examine the susceptibility of the diaphragm to damage by a free radical-generating solution (iron-ADP complexes). Studies were performed using an in situ canine diaphragmatic strip preparation in which the phrenic artery supplying the strip was cannulated and perfused with blood from the ipsilateral femoral artery. Four groups of studies were performed: (1) a group in which saline was infused into the arterial supply of the diaphragm for 15 min; (2) a group in which a solution of iron-ADP was infused; (3) a group in which both iron-ADP and superoxide dismutase (SOD), a free radical scavenger, were infused; and (4) a group given iron-ADP and denatured SOD. Strip tension and blood flow were monitored during electrically induced diaphragmatic contractions for 15 min before intraphrenic infusions, during the period of infusions, and for 90 min after cessation of infusions. We found that diaphragm tension did not change over time in saline-treated control animals but fell significantly in animals in which iron-ADP was infused. The effects of iron-ADP were largely prevented by concomitant administration of active SOD, but not by denatured SOD. On average, at 90 min after cessation of infusions, tension had fallen to 82 +/- 6, 41 +/- 8, 63 +/- 4, and 28 +/- 9% of its initial value in saline, iron-ADP, iron-ADP/SOD, and iron-ADP/denatured SOD groups, respectively (p < 0.001 for comparison of the four groups, with saline and iron-ADP/SOD groups different from the other two groups). Diaphragm blood flow did not change significantly in any group. These data suggest that free radical-mediated diaphragmatic injury can result in a marked reduction in diaphragm contractility.     

Symposium--psychiatric education

The process of learning in groups, as exemplified by the author's experience in a multidiscipline conference on a surgical ward of a general hospital has been examined. A sequence of six developmental states has been identified: initial ambivalence; passive receptivity; resistance; task orientation; the work group and consolidation. These findings have been compared with those of other studies dealing with sequential stages in group development. The psychiatric consultant's role in expediting these phases and some of the difficulties encountered have been mentioned.     

Competency-based education

The essential elements of a P/CBDE program include the delineation of role-derived dietetic competencies, which are publicly stated in behavioral terms. The criteria used to measure the accomplishment of these competencies are criterion-referenced, and the student acquires the competencies at his own rate. Much confusion exists in differentiating between the essential characteristics and implementation modes. The use of modern technology and modular packaging of learning experiences does not automatically lead to a P/CBDE program. These are merely tools. The clear identification of competencies, objectives, and performance criteria are the essence of P/CBDE. Currently, dietetic educators are formulating competencies for their own programs. A national group of "experts" will need to be convened to develop competencies for the profession as a whole.     

家庭教育在实施素质教育中的作用

家庭是社会的基本单位,是社会的细胞,它和整个社会有着密切的关系.社会的发展,人的社会化都是从家庭开始的.家庭除了它基本功能外,教育是一个重要功能.家庭又是对儿童进行教育的最基本、最重要的场所,家庭教育在少年儿童的成长过程中占有重要的位置,起着很大的作用.     

高等职业教育不可忽视人文素质教育

高等职业教育的人才培养目标定位在面向地方经济建设和社会发展,适应就业市场的实际需要,培养生产、服务、管理一线需要的高级技术应用型人才.由于对目标定位理解得不够全面,一些高职院校存在着注重对学生进行应用技术能力的培养,而忽视人文素质教育的现象,使人文素质教育在高职教育中处于最薄弱的环节.笔者认为,高等职业教育要走出低谷,培养出适应社会发展需要的人才,只有把眼光放远,在可持续发展的理念指导下,加强人文素质教育,才是行之有效的出路.