【正文】 s rival, the National Basketball League, had existed since the 1930s, had better players, like Mikan of the Minneapolis Lakers, Bob Davies of the Rochester Royals, and Dolph Shayes of the Syracuse Nationals, but operated in much worse facilities and did not do much better at attracting audiences. In 1948, Podoloff lured the Lakers, Royals, and two other teams to the BAA and proposed a merger of the two leagues for the 1949– 1950 season. The result was the National Basketball Association (NBA), with Podoloff its first missioner. The seventeenteam league struggled at first but soon reduced its size and gained stability, in large part because of Mikan39。s development: zone defenses, the weave, the passing game, and the fast break. In the decade preceding World War II, five events changed college basketball and allowed it to bee a major spectator sport. In 1929, the rules mittee reversed a decision that would have outlawed dribbling and slowed the game considerably. Five years later, promoter Edward Ned Irish staged the first intersectional twin bill in Madison Square Garden in New York City and attracted more than 16,000 fans. He demonstrated the appeal of major college ball and made New York its center. In December 1936, Hank Luisetti of Stanford revealed the virtues of the onehanded shot to an amazed Garden audience and became the first major collegiate star. Soon thereafter, Luisetti scored an incredible fifty points against Duquesne, thus ending the East39。s Philadelphia SPHAs (South Philadelphia Hebrew Association)。s World Basketball Association, before the WNBA debuted in 1997 with the support of the NBA. James Naismith, originally from Almonte, Ontario, invented basketball at the International YMCA Training School in Springfield, Massachusetts, in 1891. The game was first played with peach baskets (hence the name) and a soccer ball and was intended to provide indoor exercise for football players. As a result, it was originally a rough sport. Although ten of Naismith39。s basketball league in the United States was the National Basketball League (NBL), which debuted in 1898. Players were paid on a pergame basis, and this league and others were hurt by the poor quality of games and the everchanging players on a team. After the Great Depression, a new NBL was anized in 1937, and the Basketball Association of America was anized in 1946. The two leagues came to agree that players had to be assigned to teams on a contract basis and that high standards had to govern the game。s basketball. Until World War II, basketball became increasingly popular in the United States especially at the high school and college levels. After World War II, its popularity grew around the world. In the 1980s, interest in the game truly exploded because of television exposure. Broadcast of the NCAA Championship Games began in 1963, and, by the 1980s, cable television was carrying regular season college games and even high school championships in some states. Players like Bill Russell, Wilt Chamberlain, and Lew Alcindor (Kareem AbdulJabbar) became nationally famous at the college level and carried their fans along in their professional basketball careers. The women39。 England in 1894。s five basic principles center on the ball, which was described as large, light, and handled with the hands. Players could not move the ball by running alone, and none of the players was restricted against handling the ball. The playing area was also open to all players, but there was to be no physical contact between players。s games measures in (7576 cm) in circumference, and a women39。 P226 、同伴交往與學(xué)生問題行為關(guān)系的研究。（第五次作業(yè)） 解答要點(diǎn) (1)說服； (2)角色扮演； (3)榜樣學(xué) 習(xí)； (4)獎(jiǎng)勵(lì)、懲罰； (5)小組道德討論。 建構(gòu)主義從上述學(xué)習(xí)觀出發(fā)，提出了一些教學(xué)方法。當(dāng)今的建構(gòu)主義者雖然認(rèn)為世界是客觀存在的，但是，認(rèn)為對于世界的理解和賦予意義是每個(gè)人自己決定的。 p7880 聯(lián)系實(shí)際，分析小學(xué)教師存在的心理健康問題。強(qiáng)調(diào)意義學(xué)習(xí)、重視對學(xué)生的人格完善。 (5)學(xué)習(xí)的促進(jìn)：教師是學(xué)習(xí)的促進(jìn)者。教學(xué)應(yīng)以學(xué)生為中心，學(xué)校和教師應(yīng)尊重學(xué)生，真正把學(xué)生視為學(xué)習(xí)活動的主體。 (1)意義學(xué)習(xí)：學(xué)習(xí)應(yīng)該與個(gè)人生活、實(shí)踐息息相關(guān)。使較長遠(yuǎn)的目標(biāo)與短近 的目標(biāo)相結(jié)合，使具有挑戰(zhàn)性的目標(biāo)與現(xiàn)實(shí)性的目標(biāo)相結(jié)合。其次，改變方法。 (4)具有成功教師的信念系統(tǒng) 人是受信念支配的，教師應(yīng)了解自己想成為怎樣的教師，教師往往按照自己所認(rèn)為的那樣發(fā)展成長的。個(gè)人要形成計(jì)劃，把握關(guān)鍵的步驟，組織也要設(shè)計(jì)具體的活動方案；促成生涯發(fā)展目標(biāo)與計(jì)劃的實(shí)現(xiàn)。 P229 如何維護(hù)小學(xué)教師的心理健康？ 1)了解個(gè)人職業(yè)特征 教師對自己要有一個(gè)全面、客觀的評估，充分了解自己的職業(yè)特征，才能夠有效應(yīng)對來自社會、學(xué)校、學(xué)生、家長等各方面的要求。 (2)從基本需要提高到成長需要。這個(gè)階段學(xué)習(xí)者的各個(gè)動作似乎自動流出，得心應(yīng)手，甚至出神人化。 (3)聯(lián)系定位階段。 (1)認(rèn)知階段。其同伴間的交流更加有效；他 們更善于利用各種信息來決定自己對他人采取的行動；更善于協(xié)調(diào)與其他兒童的交往活動；開始形成同伴團(tuán)體。它具有以下特點(diǎn)：成長記錄袋的基本成分是學(xué)生作品，而且數(shù)量很多；作品的收集是有意的．而不足隨機(jī)的；成長記錄袋應(yīng)提供給學(xué)生發(fā)表意見和對作品進(jìn)行反省的機(jī)會。 P316 作業(yè) 4 一、選擇題 （ ABC） （ ABCD） （ ACD） （ B） （ ABCD） （ P225） （ BD） （ C） （ D） （ ABCD） 二、名詞解釋 行動研究法 是將純粹的教育科研實(shí)驗(yàn)與準(zhǔn)教育科研實(shí)驗(yàn)結(jié)合起來 ,將教育科研的人文學(xué)科的特點(diǎn)與自然科學(xué)的實(shí)驗(yàn)的特點(diǎn)結(jié)合。 P285287 簡述課堂紀(jì)律的功能。 趨 避式?jīng)_突： 個(gè)體的目標(biāo)即可滿足需要，但又對自己構(gòu)成威脅。即設(shè)身處地從對方的角度去體察其心情。 2．成就動機(jī)：是指個(gè)體對自己認(rèn)為重要或有價(jià)值的工作 ,不但愿意做 ,且力求達(dá)到更高標(biāo)準(zhǔn)的內(nèi)在 心理過程。 “道德兩難論”方法研究品德的發(fā)展 為了保證有效地復(fù)述，學(xué)習(xí)者在學(xué)習(xí)過程中應(yīng)注意哪些方面？ 192 答：（ 1）及時(shí)復(fù)習(xí)（ 2）集中復(fù)習(xí)和分散學(xué)習(xí)（ 3）試圖回憶（ 4）利用記憶中的系列位 置效應(yīng)（ 5）調(diào)動多種感官參與學(xué)習(xí)（ 6）利用情境和心境的相似性提高復(fù)述效果。 為了培養(yǎng)學(xué)生的道德意志，應(yīng)該做到： 道德意志的概念和榜樣 ，提高學(xué)生的意志力 ，采取不同的鍛煉措施 多有的措施，都應(yīng)該針對兒童的年齡特點(diǎn)進(jìn)行。（ 1）道德行為的掌握（ 2）道德行為習(xí)慣的養(yǎng)成（ 3）道德意志的培養(yǎng) 如何培養(yǎng)學(xué)生的道德意志？ P176 答：道德意志是指人在完成道德行為過程中所表現(xiàn)的克服困難的心理成分。 簡述動作技能形成的標(biāo)志。但動作技能要求學(xué)習(xí)者必須掌握一套刺激 — 反映的連接，而智力技能則要求學(xué)習(xí)者掌握正確的思維方法，即獲得產(chǎn)生式或產(chǎn)生式系統(tǒng)。動作技能是系列動作的連鎖，因而其動作結(jié)構(gòu)必須從實(shí)際出發(fā)，符合實(shí)際，不能省略。 P137 答：動作技能與 智力技能是構(gòu)成技能系統(tǒng)的兩個(gè)子系統(tǒng)，它們既有區(qū)別又有聯(lián)系，其區(qū)別在于：第一，活動的對象不同。 （ 3） 個(gè)性傾向性及氣質(zhì)、性格特征：個(gè)性傾向包括需要、動機(jī)、興趣、理想、信念等，它們都直接影響問題解決的效率。 （ 1） 理解和表征問題階段 （ 2） 尋求解答的方案 （ 3） 執(zhí)行計(jì)劃或嘗試某種解決方案 （ 4） 對結(jié)果進(jìn)行檢驗(yàn) 簡述影響問題解決的個(gè)人因素。與復(fù)述策略相比，精加工策略是一種更高水平的更精細(xì)的信息加工策略。起到啟發(fā)作用的事物就叫原型。 ： 是奧斯本提出的培養(yǎng)創(chuàng)造性的一種重要方法。 （ 2） 教學(xué)內(nèi)容的編排應(yīng)該循序漸進(jìn) （ 3） 把握每一階段學(xué)習(xí)的遷移價(jià)值 （ 4） 啟發(fā)學(xué)生對所學(xué)內(nèi)容進(jìn)行概括總結(jié) （ 5） 進(jìn)行學(xué)習(xí)方法和學(xué)習(xí)策略的指導(dǎo) （ 6） 培養(yǎng)學(xué)生良好的、積極的學(xué)習(xí)態(tài)度。 2）小學(xué)生形成初步的學(xué)習(xí)態(tài)度。 2）學(xué)生的學(xué)習(xí)是在教師指導(dǎo)下進(jìn)行的。小學(xué)時(shí)期，是兒童性格形成的關(guān)鍵期，廣大教育工作者應(yīng)切實(shí)承擔(dān)起塑造兒童良好性格的任務(wù)。針對學(xué)