【正文】 d 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 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 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。 Eddie Gottlieb39。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。s original players were Canadians, and the game spread to Canada immediately. It was played in France by 1893。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。 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)”。教育。 2 ．西方教育史上，第一個提出“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。 2.《 中華人民共和國義務(wù)教育法》 于 (B)1986年頒布。三、重視學(xué)生發(fā)展性的教育理念。 。 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。 ？ 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“三個代表”的重要思想為指導(dǎo)，全面貫徹當(dāng)?shù)慕逃结?，全面推進(jìn)素質(zhì)教育。特點(diǎn)： 民群眾的教育意志。 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 。這種教學(xué)過程在教育 史上一般被稱之為 教學(xué)五步 。由于兒童能從那些真正有教育意義和有興趣的活動中進(jìn)行學(xué)習(xí)，那就有助于兒童的生長和發(fā)展。從長遠(yuǎn)的觀點(diǎn)看．而要和動機(jī)只有轉(zhuǎn)化為目標(biāo)，才能維持長久的活動，因此，教育活動重要的動力來源還是教育目標(biāo)。 。 。 一種意識的活動。 6. 受教育者的主體性還體現(xiàn)在，每一個教育對象都有他們各自的獨(dú)立性、選擇性、需要性和創(chuàng)造性，有他們個人的興趣、愛好和主觀能動性。第二受教育者也是一個不成熟的個體。 咨詢與指導(dǎo)： 就是為咨詢者和被指導(dǎo)者 提供力所能及的服務(wù)。 教育方針： 指的是國家在一定時期內(nèi)確定的教育發(fā)展的總方向、總目標(biāo)、總的指導(dǎo)思想和指導(dǎo)原 則。 教育思想： 泛指人們對教育現(xiàn)象的認(rèn)識，是指人們通過直接或間接的教育實踐而形成的對教育現(xiàn)象和教育問題的認(rèn)識、觀點(diǎn)和看法。 2. 一般發(fā)展的教學(xué)原則包括 ABC A． 以高速度進(jìn)行教學(xué) B． 以高難度進(jìn)行教學(xué) C． 理論知識起主導(dǎo)作用 D． 掌握學(xué)科的基本結(jié)構(gòu) 3. 杜威對教育性質(zhì)判斷的 幾個命題是 ACD A． 教育即生活 D 教育即經(jīng)驗的不斷改進(jìn) A 生產(chǎn)力 ，但它并不直接決定教育，直接制約教育的是 B 人口數(shù)量 21實際實現(xiàn)人與自然、社會的協(xié)調(diào)的可持續(xù)的發(fā)展，教育應(yīng)確立的主題是 D 學(xué)會關(guān)心 ，或 采取重大的政治面貌措施、政局發(fā)生大變動時，教育的政治功能體現(xiàn)為 C 組織學(xué)生直接參加社會的政治活動等等等 多選 C 身體素質(zhì) D 科學(xué)文化素質(zhì) 的影響和制約 A 生產(chǎn)力 B 政治制度 D 人口 的產(chǎn)生。 ，在教育內(nèi)容上，第一次將各有作明確的區(qū)分，并極為重視體育的是 B 洛克 。 選擇題 1.“教，上所施，下所效也”，“育，養(yǎng)子使作善也”，這句話出自 C 說文解字 2.“教育史為人的未來的完滿生活做預(yù)備”，這句話出自 B 斯賓塞。 ，教育應(yīng)該遵循的基本原則是 乳兒期、嬰兒期、幼兒期、兒童期、少年期、青年初期 等六個階段。 教育性 原則，這條原則揭示了一個普遍的教育規(guī)律。 3“不憤不啟，不悱不發(fā)”教育思想最早出自 論語。 普通教育學(xué) 。 7．素 質(zhì)教育的主渠道是 課堂教學(xué) 。 自我監(jiān)控、自我指導(dǎo)、自我強(qiáng)