【正文】 n drawing attention to international teams. The first professional men39。 Eddie Gottlieb39。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 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 original thirteen rules remain, the game soon changed considerably, and the founder had little to do with its evolution. The first intercollegiate game was played in Minnesota in 1895, with nine players to a side and a final score of nine to three. A year later, the first fiveman teams played at the University of Chicago. Baskets were now constructed of twine s but it was not until 1906 that the bottom of the s were open. In 1897, the dribble was first used, field goals became two points, foul shots one point, and the first professional game was played. A year later, the first professional league was started, in the East, while in 1900, the first intercollegiate league began. In 1910, in order to limit rough play, it was agreed that four fouls would disqualify players, and glass backboards were used for the first time. Noheless, many rules still differed, depending upon where the games were played and whether professionals, collegians, or YMCA players were involved. College basketball was played from Texas to Wisconsin and throughout the East through the 1920s, but most teams played only in their own regions, which prevented a national game or audience from developing. Professional basketball was played almost exclusively in the East before the 1920s, except when a team would barnstorm into the Midwest to play local teams, often after a league had folded. Before the 1930s very few games, either professional or amateur, were played in facilities suitable for basketball or with a perfectly round ball. Some were played in arenas with chicken wire separating the players from fans, thus the word cagers, others with posts in the middle of the floor and often with balconies overhanging the corners, limiting the areas from which shots could be taken. Until the late 1930s, all players used the twohand set shot, and scores remained low. Basketball in the 1920s and 1930s became both more anized and more popular, although it still lagged far behind both baseball and college football. In the pros, five urban, ethnic teams excelled and played with almost no college graduates. They were the New York Original Celtics。s game changed radically in 1971 when separate rules for women were modified to more closely resemble the men39。 the ball was the objective. To score, the ball had to be shot through a horizontal, elevated goal. The team with the most points at the end of an allotted time period wins. Early in the history of basketball, the local YMCAs provided the gymnasiums, and membership in the anization grew rapidly. The size of the local gym dictated the number of players。（ 4）結(jié)論：科學(xué)客觀地評價學(xué)生，認識教育成果，人才就會輩出。 對以上調(diào)查結(jié)果你有什么感觸，請用當代學(xué)生觀的理念進行分析。 教師職業(yè)專業(yè)化的可能性：（ 1）提高教師職業(yè)對教育理論的依賴性；（ 2）延長教師培養(yǎng)年限，實現(xiàn)教師的終身學(xué)習(xí)；（ 3）嚴格教師的入職和解職標準，提高教師的專業(yè)自主性；（ 4）厲行嚴格的教師職業(yè)規(guī)范。（ 2）闡釋：①歷史發(fā)展的規(guī)律②學(xué)校教育與社會教育的比較，各有其職能、長短。許多同學(xué)還走向社會，去考察、采訪，去親身體驗。合作學(xué)習(xí)可以培養(yǎng)學(xué)生的責任感，充分調(diào)動學(xué)生學(xué)習(xí)積極性。 答題要點：第一，綜合實踐活動可以更好地培養(yǎng)學(xué)生的實踐能力。（ 4）隨著社會的發(fā)展，我們已進入知識經(jīng)濟 時代，教育水平的高低，即人力資源水平的高低，完全控制著經(jīng)濟水平的高低。他說：“教育作為經(jīng)濟發(fā)展的源泉，其作用是遠遠超過被看作實際價值的建筑物、設(shè)施、庫存物資等物力資本的。知識 總量在激增，知識更新的周期在迅速遞減，教育周期卻不能因此而縮短。 教育優(yōu)先發(fā)展在當今世界成為各國政府的戰(zhàn)略決策并加以推行，其理論根據(jù)就在于從教育在整個社會大系統(tǒng)中的定位，即教育的三性 —— 基礎(chǔ)性、先導(dǎo)性、全局性出發(fā)。（ 4）充分地尊重了作為“人”的各方面需求，從而使其的到全面發(fā)展。課堂上，她濃墨重彩地評說了這份“檢查”，全班同學(xué)聽得癡迷。浩浩優(yōu)化（指作業(yè)），所作無幾。他各科成績倒數(shù)，卻有一個威武的綽號 “將軍”。其次，素質(zhì)教育的實施還要落實到教育活動的各個方面和環(huán)節(jié)。（ 3）終身教育改變了教育的內(nèi)容和方法。（ 3）初等教育入學(xué)年齡提前，義務(wù)教育年齡延長。（ 2）教育是人類特有的一種有意識的活動。（ 6）以終身教育思想為指導(dǎo)，實現(xiàn)教育制度一體化，發(fā)展繼續(xù)教育。） 2． 試述素質(zhì) 教育的特征和實質(zhì)。 三、實例分析題（或辯析題） 1．有一種觀點認為，學(xué)校當然是“校長”說話才真正算數(shù)。同學(xué)們七嘴八舌地向朱兆林報告今天“將軍”闖禍的經(jīng)過。嗚呼惜矣，錯失良機。告別老師時，趙寧的眼睛里噙滿了淚水。人的身心發(fā)展 的內(nèi)部矛盾是“本我”與“自我”的矛盾，即個體的需要與已有水平之間的矛盾；其外部矛盾是“自我”與“超我”的矛盾，即個體現(xiàn)有的發(fā)展水平與社會要求之間的矛盾。單一科技和經(jīng)濟的進步并不能導(dǎo)致社會的全面的、可持續(xù)的發(fā)展。 （答題注意事項：論述題一不能僅僅回答要點，必須要有“論”的內(nèi)容，也就是要展開論述；論述題二不能僅僅回答理論問題，必須有結(jié)合實際的內(nèi)容。結(jié)果是，美國 1929年到 1957年教育投資在增加國民收入中作