【正文】 o Canada immediately. It was played in France by 1893。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。 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。 P295 “ 問(wèn)題解決 ” 與創(chuàng)造性思維關(guān)系研究。其中包括隨機(jī)通達(dá)教學(xué)、自上而下的教學(xué)設(shè)計(jì)、情境性教學(xué)和支架式教學(xué)。 P321 任選其中一個(gè)題目寫(xiě)一篇小論文或研究報(bào)告，字?jǐn)?shù)要求不少于 1500字。促進(jìn)者和學(xué)習(xí)者是平等的關(guān)系。學(xué)習(xí)的內(nèi)容和材料應(yīng)該是學(xué)生關(guān)心的，能夠影響學(xué)生感情，推動(dòng)學(xué)生行為，有助于學(xué)生個(gè)性形成與發(fā)展的。當(dāng)采取某種方法來(lái)達(dá)到目的受到阻礙的時(shí)候，教師可以通過(guò)改變行為方式，嘗試運(yùn)用別的方法來(lái)達(dá)到目的。其中包括問(wèn)題解決和適應(yīng)技巧的運(yùn)用等；達(dá)到生涯發(fā)展的確實(shí)完成。 (3)從需要滿(mǎn)足發(fā)展到價(jià)值追求。這一階段重點(diǎn)是使適當(dāng)?shù)拇?激與反應(yīng)形成聯(lián)系而固定下來(lái)，整套動(dòng)作聯(lián)為整體，變成固定程序式的反應(yīng)系統(tǒng)。 P43 簡(jiǎn)述動(dòng)作技能的形成過(guò)程。 自律 自律就是你被迫行動(dòng)前，有勇氣自動(dòng)去做你必須做的事情。這種沖突是最為普遍的小個(gè)體從 ‘ 利 ’ 與 ‘ 得 ’ 一方面考慮，又傾向于躲避 教學(xué)設(shè)計(jì)： P243 二、簡(jiǎn)答題 簡(jiǎn)述成就目標(biāo)理論的主要內(nèi)容 P220 簡(jiǎn)述課堂教學(xué)中的主要情緒 P233 簡(jiǎn)述愉快教育的教學(xué)策略 P238 簡(jiǎn) 述加涅的學(xué)習(xí)目標(biāo)分類(lèi)體系 P247 簡(jiǎn)述陳述性知識(shí)的教學(xué)設(shè)計(jì)要求。簡(jiǎn)言之，就是要求獲得優(yōu)秀成績(jī)的欲望。 簡(jiǎn)述柯?tīng)柌竦钠返掳l(fā)展階段理論的主要內(nèi)容。 P139141 答：動(dòng)作技能形成的標(biāo)志是達(dá)到熟練操作，所謂熟練操作是指動(dòng)作已達(dá)到較高速度，準(zhǔn)確、流暢、靈活自如，且對(duì)動(dòng)作組成成分很少或不必有意識(shí)注意的狀態(tài)。而智力技能是借助于內(nèi)部言語(yǔ)實(shí)現(xiàn)的，可以省略、高度減縮，甚至覺(jué)察不到它的進(jìn)行。 （ 4） 另外，還有醞釀效應(yīng)。 策略：是學(xué)習(xí)者用來(lái)評(píng)估自己的理解、安排學(xué)習(xí)時(shí)間、選擇有效的計(jì)劃來(lái)學(xué)習(xí)或解決問(wèn)題、監(jiān)控自己的學(xué)習(xí)情況等方面的策略，它主要包括計(jì)劃策略、監(jiān)控策略和調(diào)節(jié)策略等。其基本作法是：教師先提出問(wèn)題，后鼓勵(lì)學(xué)生尋找盡可能多的答案，不必考慮該答案是否正確，教師也不作評(píng)論，一直到所有可能想到的答案都提出來(lái)為止。 3）學(xué)習(xí)的思維活動(dòng)水平從直觀向抽象發(fā)展。 （ 3）性別差異。氣質(zhì)不能決定學(xué)生學(xué)習(xí)成績(jī)的好壞。教學(xué)方法上的差異可以彌補(bǔ)學(xué)生因缺乏預(yù)備性知識(shí)給學(xué)習(xí)成績(jī)帶來(lái)的負(fù)面影響。小學(xué)兒童的個(gè)體差異主要表現(xiàn)為： （ 1）認(rèn)知差異。 知識(shí)遷移與應(yīng)用的關(guān)系如何？ P102 （ 1）區(qū)別：知識(shí)遷移指一種情境中獲得的知識(shí)對(duì)另一種情境中知識(shí)的獲得或形成產(chǎn)生的影響，包括正負(fù)遷移和順向逆向遷移。 （ 2）技能的學(xué)習(xí)：包括動(dòng)作技能和智力技能的學(xué)習(xí)。（ 2）情緒、情感的內(nèi)容不斷豐富，社會(huì)性成分不斷增加。在典型的行動(dòng)研究中，研究 成員由專(zhuān)家、研究成員、教師、行政領(lǐng)導(dǎo)人員等聯(lián)合構(gòu)成。 意義學(xué)習(xí)：是指在新的知識(shí)與學(xué)習(xí)者已有知識(shí)結(jié)構(gòu)中的知識(shí)之間建立一種實(shí)質(zhì)性的聯(lián)系，即在新知識(shí)的與學(xué)習(xí)者原有知識(shí)之間建立合乎邏輯的有意義的聯(lián)系。 ２．實(shí)驗(yàn)法：實(shí)驗(yàn)法是一種控制影響實(shí)驗(yàn)結(jié)果的無(wú)關(guān)因素，系統(tǒng)的探討某些實(shí)驗(yàn)條件、觀測(cè)與實(shí)驗(yàn)條件相關(guān)現(xiàn)象的變化，從而確定條件與現(xiàn)象之間因果關(guān)系的一種研究方法。 ：學(xué)習(xí)的遷移就是指在一種情境中技能、知識(shí)和理解的獲得或態(tài)度的形成對(duì)另一種情境中的技能、知識(shí)和理解的獲得或形成產(chǎn)生的影響。在研究過(guò)程中，允許邊行動(dòng)，邊調(diào)整方案；同時(shí)，在結(jié)果分析時(shí)注意實(shí)際的教育意義。兒童的高級(jí)情感包括道德感、理智感、意志感和美感。 簡(jiǎn)述加涅的學(xué)習(xí)與記憶的信息加工模型。一方面知識(shí)的應(yīng)用可以促進(jìn)遷移的發(fā)生及加強(qiáng)效果，加強(qiáng)基礎(chǔ)知識(shí)和基本技能的應(yīng)用是知識(shí)遷移的有效途徑 。對(duì)于晚熟的學(xué)生，教