【正文】 and Abe Saperstein39。s devotion to the set shot and encouraging a more open game. In consecutive years the center jump was eliminated after free throws and then after field goals, thus speeding up the game and allowing for more scoring. In 1938, Irish created the National Invitation Tournament (NIT) in the Garden to determine a national champion. Although postseason tournaments had occurred before, the NIT was the first with major colleges from different regions and proved to be a great financial success. The National Collegiate Athletic Association (NCAA) created its own postseason tournament in 1939 but did not rival the NIT in prestige for some time. The 1940s saw significant changes for college basketball. Players began using the jump shot after Kenny Sailors of Wyoming wowed the East with it in 1943. The behindtheback dribble and pass also appeared, as did exceptional big men. Bob Kurland at Oklahoma Aamp。s appeal and Podoloff39。s prestige began to decline. Professional basketball remained a disanized and stodgy sport up until the late 1940s, with barnstorming still central to the game and most players still using the set shot. In 1946, however, hockey owners, led by Maurice Podoloff, created the Basketball Association of America (BAA) in the East to fill their arenas, but few fans came, even after Joe Fulks of Philadelphia introduced the jump shot. The BAA39。s attention as they did in other sports of the period. The same was true in college basketball up until the late 1930s, with coaches dominating the game and its development. Walter Doc Meanwell at Wisconsin, Forrest Phog Allen at Kansas, Ward Piggy Lambert at Purdue, and Henry Doc Carlson at Pittsburgh all made significant contributions to the game39。 Eddie Gottlieb39。s Professional Basketball League (WBL) and the Women39。s game by recognizing it as an Olympic event in 1976. Again, television coverage of the Olympics has been exceptionally important in drawing attention to international teams. The first professional men39。 its construction and size of 30 in (76 cm) were ruled official in 1949. The rulesetters came from several groups early in the 1900s. Colleges and universities established their rules mittees in 1905, the YMCA and the Amateur Athletic Union (AAU) created a set of rules jointly, state militia groups abided by a shared set of rules, and there were two professional sets of rules. A Joint Rules Committee for colleges, the AAU, and the YMCA was created in 1915, and, under the name the National Basketball Committee (NBC) made rules for amateur play until 1979. In that year, the National Federation of State High School Associations began governing the sport at the high school level, and the NCAA Rules Committee assumed rulemaking responsibilities for junior colleges, colleges, and the Armed Forces, with a similar mittee holding jurisdiction over women39。s original players were Canadians, and the game spread to Canada immediately. It was played in France by 1893。s Christian Association (YMCA), which later became Springfield College. Naismith (18611939) was a physical education teacher who was seeking a team sport with limited physical contact but a lot of running, jumping, shooting, and the handeye coordination required in handling a ball. The peach baskets he hung as goals gave the sport the name of basketball. His students were excited about the game, and Christmas vacation gave them the chance to tell their friends and people at their local YMCAs about the game. The association leaders wrote to Naismith asking for copies of the rules, and they were published in the Triangle, the school newspaper, on January 15,1892. Naismith39。s National Basketball Association (WNBA) playoffs. And it has also made American heroes out of its player and coach legends like Michael Jordan, Larry Bird, Earvin Magic Johnson, Sheryl Swoopes, and other great players. At the heart of the game is the playing space and the equipment. The space is a rectangular, indoor court. The principal pieces of equipment are the two elevated baskets, one at each end (in the long direction) of the court, and the basketball itself. The ball is spherical in shape and is inflated. Basketballs range in size from in (7276 cm) in circumference, and in weight from 1822 oz (510624 g). For players below the high school level, a smaller ball is used, but the ball in men39。 3．學(xué)生因性別差異而產(chǎn)生的成績差的主要原因有生理因素、傳統(tǒng)觀念的影響和學(xué)校教育的不足。 7 . 1966年聯(lián)合國教科文組織在 權(quán)威文獻(xiàn)中提出“教師是專業(yè)性職業(yè)”。 A 基礎(chǔ)性B 全局性 C 先導(dǎo)性 8. 教育現(xiàn)代化是一個(gè)系統(tǒng)工程，具有多元的目標(biāo)，其內(nèi)容包括 ABCDE A教育觀念現(xiàn)代化 B教育內(nèi)容現(xiàn)代化 C ．教育條件設(shè)備現(xiàn)代化 D教育管理現(xiàn)代化 “新學(xué)?！蹦Ｊ酵?行的教育方式是 A 教師中心 B 兒童 C 書本中心 D 社會 E活動中心 2 ．道爾頓學(xué)校模式要求教師的工作堅(jiān)持三 A ．平等 B ．自由 C ．合作 D ．時(shí)間 E ．集體講授 3 ．教師專業(yè)結(jié)構(gòu)的構(gòu)成要素有 A ．教師專業(yè)精神 B．教師專業(yè)知識 C 二教師職業(yè)道德 ． D 教師專業(yè)能力 E ．教師專業(yè)態(tài)度 4 ．第二次世界大戰(zhàn)后教師職業(yè)發(fā)展的特點(diǎn) A ．教師職業(yè)職能的轉(zhuǎn)變 B ．教會學(xué)習(xí)是教師職業(yè)的新的工作方式 C．教師職業(yè)被認(rèn)定為專業(yè)性職業(yè) D ．教師的終身教育得以實(shí)施 E ．教師成為教育改革的重要因素 1 ．我們對“教師”可 從以下三個(gè)方面理解 第一方面是指 職業(yè)，第二方面是指社會角色，第三方面是指教育者 ，教師之間實(shí)行分工制度。教育。 是？？？ 8 ．前蘇聯(lián)心理學(xué)家維果斯基認(rèn)為，兒童有一個(gè)現(xiàn)有的發(fā)展水平和一個(gè)可能的發(fā)展水平，兩個(gè)發(fā)展水平之間的范圍是“ ???????” 9 ．終身教育思想的代表人物保羅朗格朗認(rèn)為，終身教育的基本任務(wù)是使人們?yōu)椤? 2 ．西方教育史上，第一個(gè)提出“教育心理學(xué)化”并在上提出以心理學(xué)為基礎(chǔ)發(fā)展人的能力的方法的教育家是裴斯泰洛奇。 3 ． 《 中華人民共和國教育法 》 于 1995 年頒布。 2.《 中華人民共和國義務(wù)教育法》 于 (B)1986年頒布。 A．《 大教學(xué)論 》 3 ．在教育學(xué)發(fā)展史上，第一本以心理學(xué)成果為基礎(chǔ)來論述教育間題的教育學(xué)專著是德國赫爾巴特的（ B） B．《 育學(xué) 》 4，教育活動的基本要素包括（ ABCE） A ．教育者 C ．教育內(nèi)容 E ．教育手段 B 受教育者 1 . “不憤不啟，不徘不發(fā)”教育思想最早出自 論語。三、重視學(xué)生發(fā)展性的教育理念。 答： 1家庭教育的先導(dǎo)性 5家庭教育的終身性 ？ 答： 性 5手段的有限性 6形成的穩(wěn)定性 局限性：學(xué)校教育并沒有占據(jù)學(xué)生活動的所有時(shí)間和空間。 。 答：第一。 答：學(xué)校教學(xué)的根本任務(wù)是促進(jìn)學(xué)生的全面發(fā)展。 4教科書的編寫要體現(xiàn)出學(xué)生的情感。 ？ 答：以鄧小平同志關(guān)于“教育要面向現(xiàn)代 化，面向世界，面向未來”和江澤民同志“三個(gè)代表”的重要思想為指導(dǎo)，全面貫徹當(dāng)?shù)慕逃结槪嫱七M(jìn)素質(zhì)教育。 。特點(diǎn)： 民群眾的教育意志。 以充分發(fā)揮個(gè)體遺傳上的優(yōu)勢，彌補(bǔ)遺傳上的缺陷。 系影響著人的發(fā)展的方向和性質(zhì) 身心發(fā)展內(nèi)容 異 。（ 1）在教育內(nèi)容上，學(xué)習(xí)“學(xué)科的基本結(jié)構(gòu)”（ 2）教學(xué)方法上，使用發(fā)現(xiàn)法（ 3）早期教育 質(zhì)教育的特征 一是 全面發(fā)展二是全面發(fā)展三是主動發(fā)展四是和諧發(fā)展五是充分的發(fā)展六是可持續(xù)發(fā)展 確認(rèn)了 兒童心智