【正文】 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. 。s ball is in (7274 cm) in circumference. The covering of the ball is leather, rubber, position, or synthetic, although leather covers only are dictated by rules for college play, unless the teams agree otherwise. Orange is the regulation color. At all levels of play, the home team provides the ball. Inflation of the ball is based on the height of the ball39。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。t e naturally or easily to them, and so they are trying to follow a predetermined set of rules. Some individuals with autism have normal intelligence, and many have special talents in areas such as music or memory. However, individuals with autism may have other mental or emotional problems that coexist with their autism. Some of these other disorders may include impulse control disorders, obsessivepulsive disorder , mood and anxiety disorders, and mental retardation . PSYCHOLOGICAL AND FAMILY FACTORS. Although Henry Maudsley, in the late 1800s, was the first psychiatrist to focus on very young children with mental disorders, it was the psychiatrist Leo Kanner who coined the phrase early infantile autism in 1943. Kanner believed that the parents of children with autistic behaviors were emotionally cold and intellectually distant. He coined the term refrigerator parents to describe them. His belief that parental personality and behavior played a powerful role in the development of autistic behaviors left a devastating legacy of guilt and selfblame among parents of autistic children that continues to this day. Recent studies are unequivocal, however, in demonstrating that parents of autistic children are no different from parents of healthy children in their personalities or parenting behaviors. In fact, many families with an autistic child also have one or more perfectly healthy children. Because autistic children can be extremely sensitive to change, any change within the family situation can be potentially traumatic to the autistic child. A move, divorce, birth of a sibling or other 20 stressors that occur in the lives of most families may evoke a more extreme reaction from an autistic child. While there is no single neurological abnormality found in children with autistic disorders, some research using noninvasive brain imaging techniques such as magic resonance imaging (MRI) suggests that certain areas of the brain may be involved. Several of the brain areas being researched are known to control emotion and the expression of emotion. These areas include the temporal lobe (large lobe of each side of the brain that contains a sensory area associated with hearing), the limbic system, the cerebellum, the frontal lobe, the amygdala, and the brain stem, which regulates homeostasis (body temperature and heart rate). Recent research has focused particularly on the temporal lobe because of the finding that previously healthy people who sustain temporal lobe damage may develop autisticlike symptoms. In animal research, when the temporal lobe is damaged, social behavior declines, and restless, repetitive motor behaviors are mon. When measured by MRI, total brain volume appears to be greater for those with autistic disorders. Other neurological factors include lesions to the brain, congenital rubella, undiagnosed and untreated phenylketonuria (PKU), tuberous sclerosis, and Rett39。望前方，情長路更長。今年，我班又被評為保定市 “優(yōu)秀班級體”，賈康 麗同學(xué)被評為保定市“優(yōu)秀少年”，我個(gè)人也連續(xù)兩年受到縣政府嘉獎(jiǎng)。我就是以“豐富的情感和活動”為動力，調(diào)動學(xué)生積極、健康的因素，促進(jìn)學(xué)生的個(gè)性發(fā)展。 走出校園，走進(jìn)社會，關(guān)注社會，不僅沒有影響學(xué)生的學(xué)習(xí)，反而增強(qiáng)了他們的社會責(zé)任感，豐富了社會知識，增長了閱歷，找到了學(xué)習(xí)的立足點(diǎn)。兩周一期的板報(bào)，以突出的主題，多彩的板 18 塊，成為班中亮點(diǎn)；墻壁上“我真棒 小巧手”里圖文并茂的手抄報(bào)，意境深遠(yuǎn)的美術(shù)作品，相映成趣；“植物園”中的一棵棵幼苗在全班師生的呵護(hù)下茁壯成長??這些構(gòu)筑著學(xué)生理想的“文化大餐”形成班內(nèi)一道亮麗的風(fēng)景線。通過這次活動，同學(xué)們受到感染和熏陶，思維受到開拓、發(fā)展，增強(qiáng)了集體凝聚力和學(xué)生的使命感，又豐富了他們的 精神世界，呼喚了愛與真誠。 在活動中，同學(xué)們圍繞主題，主動查找資料，搜集圖片。在這次活動中，無論設(shè)計(jì)、組織，我都讓學(xué)生自己去思考，去實(shí)踐。 １、 創(chuàng)設(shè)有特色的班級文化 ① 、舉行主題鮮明的班隊(duì)活動。通過活動能使學(xué)生得到豐富和發(fā)展。反過來，我也向你們提出老師心目中的學(xué)生形象，是同樣有愛心，懂得自尊、自愛和尊重別人。 有一次，我在班里布置了一篇作文《你心目中的老師》?；A(chǔ)教育的價(jià)值體現(xiàn)在未來，受教育者只有具備良好的心理素質(zhì)，才能在未來社會獲得最佳的生存和發(fā)展空間。我深知，生活在單親家庭中的孩子情感脆弱，性格孤僻、倔強(qiáng)、逆反心理 強(qiáng)，因此，在日常的生活學(xué)習(xí)中，我會不經(jīng)意地送給他 16 們一個(gè)親切的微笑，一個(gè)滿意的贊許，一個(gè)溫馨的眼神，一個(gè)慈祥的撫摸，讓他們感受到老師真摯的愛，使這些原本不幸的孩子在班集體這個(gè)大家庭里變得開朗活潑、樂觀向上，有著較強(qiáng)的集體榮譽(yù)感。 因此，我在班級管理工作中，經(jīng)常通過不同方法與學(xué)生交流，在交流中了解每個(gè)同學(xué)的家庭情況、性格特點(diǎn)、愛好、健康狀況及學(xué)習(xí)變化。溝通應(yīng)從了解開始。 一、關(guān)愛學(xué)生 ，用愛撐起一片藍(lán)天 １、溝通是教育的前提?！惫ぷ鞫嗄陙?，我從沒有放棄過教師自身素質(zhì)的培養(yǎng)，從教中學(xué)，從學(xué)中教，樂此不疲。經(jīng)過多年的實(shí)踐探索和學(xué)習(xí)思考，我的治班理念已經(jīng)逐漸明朗，那就是“以情育人，用愛心點(diǎn)燃學(xué)生心靈的火花；活動育人，用豐富多彩的活動促進(jìn)學(xué)生全面發(fā)展”。作為班級的教育者和組織者，在班集體的發(fā)展和學(xué)生的健康成長中起著十分重要的作用。是啊，我們今天的一切工作，不就是為了每一個(gè)學(xué)生都能擁有一個(gè)輝煌的未來嗎？那么，如何為孩子未來的發(fā)展打下良好的基礎(chǔ)？是值得每一位教師，尤其是班主任教師的深思。一篇論文被傾注了很多，也代表了很多，同時(shí)也意味著收獲了很多，這里面有太多的人需要感謝，值得感謝。 感謝楊錦忠 老師一直以來的指導(dǎo)和幫助，初見楊老師讓我感受到真正的大學(xué)老師的風(fēng)采，感覺大學(xué)教師應(yīng)當(dāng)如此，從而果斷的選擇了楊老師為導(dǎo)師，感謝楊老師給予的量大面廣的指導(dǎo)；感謝師哥 李鳳濤 采集的數(shù)據(jù)，感謝師姐 王珍珍 細(xì)心的解釋共享；感謝團(tuán)隊(duì)的每一位成員，論文本就不是一個(gè)人能夠完成的，需要團(tuán)隊(duì)合作和共享，沒有周圍人的幫助，畢業(yè)論文寫作起來必然是步履維艱，困難重重。 論文的結(jié)