教研爭(zhēng)鳴Brief Analysis of the Differences in Chinese andWestern Kinesics450002河南農(nóng)業(yè)大學(xué)外國(guó)語(yǔ)學(xué)院 河南鄭州鄭波Abstract: Kinesics plays an important six. But Americans will use one hand plus one inferiors to laugh first. In the USA, what peoplerole in communicating. Some are universal in finger of the other hand to symbolize it. Under this can’ t tolerate is being intruded into their privatethe world; some are peculiar to the specific situation, Chinese and Americans are far more space. Even between parents and children,cultures. Understanding the differences of likely to cause communicative barriers.intrusion is impolite and improper. Before enteringkinesics in diferent cultures can better eliminateAlso, unique kinesics to one culture can children ’s room, parents should knock themisunderstanding.also result in communication gap in interculturaldoor. So the behavior of almost zero body contactKey words: kinesics; understanding;different culturestourist puts his or her thumb up by the road in2. Linearity vs. SpiralityChina, no car will stop. If a Chinese pinches theGenerally speaking, the mode of thinkingKinesics includes facial expressions, thumb on the lite finger, a ltte part of which is of Chinese is spirality. Part of the reason is thatgestures, postures and eye contact,etc. Kinesics is left out, his or her American partner may take it as China has been under the impact of Confucianism,an important form of non -verbal communication. nothing.Taoism and Buddhism for a long time. These threeUsing Kinesics wrongly can lead to failure in，Cultural Analysis of the thoughts emphasize the power of understanding,interpersonal communication, or even conflicts in Differences in Chinese and Western which lead to that Chinese are implieit andinternational communication.Kinesicsemphasize euphemism. At the same time, the1. Communicat ive Prob lems CausedMost kinesics is formed during the process behavior and mode of thinking of W esternersby the Differences in Chinese and of growing u and can be transferred from one are greatly under the impact of Aristotle logicgeneration to another. At the samne time, diferent and rational thinking. So in contrast, the mode1. Misunderstandingnations have different histories, religious beliefs, of thinking of Americans is linearity, whichSome kinesics in different cultures may values and modes of thinking. The diferences in means that Americans like to show and exposese and Western kinesimeanings. For example, in terms of interpersonal different cultural backgrounds.the habit of guessing what others are thinking,space, in China, being close in distance means1. Collectivism vs. Individualismw esterners prefer to be frank and speak what theybeing intimate in relation; in the west, appropriateTo Chinese, cllctivimn is more important are thinking directly.distance means respect.than individualism. At any time, the individualIn China, during a talk, even if one .Especially when comparing Chinese and should obey the collective. When the personal communicator dislikes the topic, he will notWestern gestures, it is easy to find that there interest contradicts with the cllective interest, appear to be bored. Instead, he will pretend tomany same gesticulations that have diferentthe individual should give up or sacrifice hisinterested in the topie. Also this is themeanings in W esterm and Chinese cultures. If an interest to protect the interest of the group. In the reason why Chinese and Americans have differentAmerican keeps his fingers erossed before his hierarchy of priority, the group is always prior to opinions towards one action. For example, thechest, Chinese usually take it as the number ten the individual. However, in W estern culture, the action of rotating one’s fingers in China meansrather than the symbol of praying. If a Chinese conception relatedto“T” (self) is grained and showing off, but in America, it means beingrotates his ring to show off his wealth before hisomnipresent. There are many terms, such as self- nervous.American communicator, he may be understood absorption, self-admiration, self- -cultivation and3. Modesty vs. franknessas being nervous while talking. If an American self- -image, ete, whose meanings are slf-centeredThe values of W esterners and Chinese areuses his hand to draw circle around his temple，in English. This is especially true with Americans totallyChinese understand it as the meaning of thinking who emphasize individualism. In their opinion, pay much attention to modesty and harmonyhard instead of the meaning of looking down. everyone is a unique individual, they should have of interpersonal relations and dislike head-onIfa graceful woman in China leaves her lttle individual feedom and personal interest.collision. W hen talking. Chinese like to circlefinger aside when handing a cup to her AmericanIn traditional culture, Chinese hold thearound the core meaning, which leaves Americansguest, the guest thinks that the woman is afraid of attitude of oppressing personal desire and being a deep impression that they don’t know whatmaking her hand dirty. If an American is invited tolerant towards others ’mistake. Confucius Chinese are talking about. In contrast, Americansto a Chinese family, after the meal, the American taught people to be tolerant and broad- -minded. always give the priority tomay have the habit of crossing and moving the A saying goes that to carry forward the heaven’s They will speak what they are thinking in theirhand near the neck to express the meaning“Iam justice and to wipe out the personal desire. mind to reach their goals. Accordingly, Chinesefull”" . However, this gesture in China means to In other words, using the manners of the sage dislike frankness of W esterners and regard thiskill oneself.constraints the personal desire. However, in the frankness as being impolite. Because the value2. Communication gapwest, under the influence of Christianity, people is the core of the culture and is a decisive powerBecause of different cultural backgrounds,pay more attention to personal feeling and need.of the action, this difference has great influencesometimes a certain meaningiChinese are tolerantby different kinesics, which may cause being pushed by other people. For examp中國(guó)煤化Istemers is diret andcommunication gap. In expressing numbers with the bus, people stand closely to other passermuch talk means morefingers, Chinese tend to use the fingers of one On a crowed bus, you may even feel the b:MYHC N M H Gre catious abou theirhand. For example, Chinese usually reach out of others. When meeting something funny, if behaviors and words. These diferences in valuesthe thumb and the lttle finger to indicate number the leader doesn’↑ smile, it is impolite for the lead to differences in gestures. As discussed都市家教146教研爭(zhēng)鳴before, Chinese gestures are moderate while W estern gestures are exaggerating.1課題計(jì)劃研究步驟及實(shí)施時(shí)間安排Chinese always think highly of being modest. When others praise you, you should高一至高三三個(gè)年級(jí)的每節(jié)體育課安排五至十分鐘not appear to be very happy, even if you feel joyful in your inner heart. Otherwise, you will的課課練的內(nèi)容。be regarded as being too proud. Chinese have the habit of saying“I am not doing well2研究對(duì)象與方法enough.”and pretend to be cealm. In contrast, in America, people will be frank enough2.1 研究對(duì)象:全體在校學(xué)生to express what they are feeling both in words and kinesics. Under this same situation, an2.2 研究方法:文獻(xiàn)資料法、授課指導(dǎo)法，比賽促American will smile and say“thank you!"4. Vanity vs. honesty2.3課題所要解決的問(wèn)題Since ancient times, Chinese people have been paying special attention to their課課練是增強(qiáng)學(xué)生體質(zhì)，活躍課堂氛圍的主要手段faces. Especially during more than two thousand years’feudal period, face can not之一，但是在現(xiàn)實(shí)的教學(xué)中多運(yùn)用“快樂(lè)體育”、“成be offended. Face is an important principle to adjust and control social behavior. Face功體育”淡化了技能教學(xué)和輕視體能訓(xùn)練，是學(xué)生的體behavior is an instrumental behavior to maintain the harmony of social relationship and質(zhì)沒(méi)有得到保障而下降，為了使體育課課練在體育教學(xué)stability. Chinese have atached too much importance to their faces. Sometimes, in order to中發(fā)揮更好的作用，我們提出在體育課中進(jìn)行課課練拓save their face, they would do something against their will. This over- stress on faces can展與實(shí)踐進(jìn)行開(kāi)發(fā)與運(yùn)用的研究。easily lead to vanity. For example, in order to save face, Chinese will not easily reject the3課題研究所要達(dá)到的目標(biāo)request of others. Even if he can not meet the request temporarily, he will also take some提高體育課的效率，切實(shí)做好體compensatory action.育課工作成效，真正達(dá)到培養(yǎng)學(xué)生的When you ask a Chinese for help, he is usually reluctant tosay " no”even if he運(yùn)動(dòng)能力，增強(qiáng)學(xué)生的體質(zhì)，是每一體could do nothing to help for fear of losing face. But in America, people would honestly say個(gè)體育教師的責(zé)任，我們要不斷地學(xué)“sorry, I can not help you”under the same cireumstance.習(xí)，不斷地創(chuàng)新，不斷地總結(jié)。研究育However, it doesn’t mean that Americans don' t care about their faces. Compared課課練增強(qiáng)學(xué)生體質(zhì)的實(shí)效性，使學(xué)with Americans, Chinese are much cared about this.生能在體育課中更好的學(xué)習(xí)和鍛煉，課5. Long power distance vs. short power distance使學(xué)生的體質(zhì)不斷得到增強(qiáng)，讓課課Power distance is a dimension that distinguishes one culture from another. Power練內(nèi)容的拓展與實(shí)踐成為體育課這一distance is the range of how the power that is socially recognized and accepted is舞臺(tái)的亮點(diǎn)。distributed among the organizations unevenly. Different nations hold different atiudes4本課題實(shí)踐的重要意義練towards the importance of power, the power distance. Americans don’t pay much atention本課題實(shí)踐的重要意義在于以下to power and emphasize individual ability. However, because of the influence of more than幾個(gè)方面:內(nèi)two thousand years ’feudal system, Chinese prefer power and its great influence. So4.1 體育課課練其本身的功能就有America belongs to the nation of short power distance, while China belongs to the nation of競(jìng)爭(zhēng)性、趣味性、健身性和教育性等，long power distance. People in the nation of long power distance reckon that power is a fact特別是健身性方面，只要我們有目的的beyond the good and evil and has no relationship with legitimacy. The person who has the有計(jì)劃而循序漸進(jìn)的開(kāi)展課課練，那市power has privilege and has priority over the inferiors. The conception of power distance么就會(huì)把健身以及增強(qiáng)體質(zhì)體現(xiàn)得淋第afects interpersonal distance in communication.拓漓盡致。4.2中學(xué)生都具有活潑、好動(dòng)、好distance is long. Also there are strict regulations about body movement. For example, the勝和積極.上進(jìn)的心理特征。如果體育展monarch sits while his courtiers stand. Father sits while his son stands. The leader sits教師在教學(xué)活動(dòng)中，能啟發(fā)調(diào)動(dòng)他們while his employees stand. While in America, interpersonal distance is short. Namely,學(xué)習(xí)鍛煉的積極性，根據(jù)每次教學(xué)活俊與China belongs to the nation of high body contact; America is in the queue of low body動(dòng)的內(nèi)容，課的后半部分利用8-10contact.分鐘左右的時(shí)間，把學(xué)生分成若干興實(shí)I1. Conc lusion趣小組,進(jìn)行部分項(xiàng)目(如短跑、長(zhǎng)跑、踐After the analysis of the dfferencee of Chinese and w estern kinesics, it can be .投擲、跳躍、球類等)的練習(xí),一方concluded that kinesics of different cultural backgrounds ereate different interpretations.面保證身體索質(zhì)的練習(xí)效果，另- -方Difficulties arise if the receivers are unaware of the type of kinesics messages the senders面可以幫助學(xué)生養(yǎng)成終身體育鍛煉的are encoding It is aimed that such comparison of kinesics can provide readers with習(xí)慣。awareness of such differences and proper interpretations of some Chinese & W estern4.3學(xué)生在集體的配合下，共同前施kinesics so as to ensure smooth intercultural communications. Only when we have a clear進(jìn)，共同完成課課練，能激勵(lì)學(xué)生的understanding of the similarities and differences on kinesics, we can use kinesics to make學(xué)習(xí)興趣。這樣，先提高學(xué)生的學(xué)習(xí)方an eficient communication and avoid misunderstanding.興趣，再增強(qiáng)他們的好勝心理，最后案Bibliography:[1] R. A. Hudson， Sociolinguistics [M]. 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Michigan:合，不僅可以提高學(xué)生練習(xí)的興趣，而且可以達(dá)到體力活動(dòng)與智力活動(dòng)相結(jié)合、富有良好的學(xué)習(xí)與促進(jìn)氛圍。Dept. of State, Foreign Service Institute, 1952[4] 張建青.淺談身勢(shì)語(yǔ)[M].濟(jì)南: 山東師范大學(xué)外國(guó)語(yǔ)學(xué)院報(bào)(基礎(chǔ)英語(yǔ)通過(guò)課課練，不僅可以鍛煉身體素質(zhì)，也可以培養(yǎng)學(xué)生的品德，增長(zhǎng)學(xué)生的運(yùn)動(dòng)知識(shí)。教育)，2004, 64.5“課課練”始于20世紀(jì)80年代，是在“大綱時(shí)[5] 賈玉新.跨文化交際學(xué)[M].上海:上海外語(yǔ)教育出版社，1997[6]鄧炎昌，劉潤(rùn)清。語(yǔ)言與文化[M].北京:外語(yǔ)教學(xué)與研究出版社. 1989t”精神指引下開(kāi)展的。課程改革至今， “快樂(lè)體育”[7]胡文仲。跨文化非語(yǔ)言交際[M]. 北京:外語(yǔ)教學(xué)與研究出版社，1999 .“成功體育”悄然興起，人們逐步淡化了技能教學(xué)和輕[8]竇衛(wèi)霖?？缥幕虅?wù)交際[M]. 北京:高等教育出版社，2005中國(guó)煤化工課課練”淡出了大家精神，重新進(jìn)行拓展作者簡(jiǎn)介:CNMH G鄭波(1976~)，男，湖北天門人，學(xué)士，河南農(nóng)業(yè)大學(xué)外國(guó)語(yǔ)學(xué)院講師，主5“課課練”內(nèi)容的選擇原則要研究方向?yàn)橛⒚牢膶W(xué)。5.1根據(jù)高中生身體素質(zhì)發(fā)展的敏感期來(lái)做選擇。147都市家教教研爭(zhēng)鳴創(chuàng)設(shè)“說(shuō)”的情景，培養(yǎng)學(xué)生思維能力642350四川省安岳縣高升鄉(xiāng)中心小學(xué)周強(qiáng)[摘要]語(yǔ)言是思維的工具，也是思 沒(méi)有鴨。通過(guò)創(chuàng)設(shè)豐富的語(yǔ)言素材后，再讓 概念進(jìn)行表述，其中就有許多同學(xué)把“有三維的結(jié)果。數(shù)學(xué)課作為邏輯性很強(qiáng)的一門學(xué)學(xué)生看圖說(shuō)話，這樣既培養(yǎng)了學(xué)生的形象思條線段圍成的圖形叫做 三角形。”盡管是一科，加強(qiáng)學(xué)生思維活動(dòng)的條理性、語(yǔ)言表達(dá)維能力， 又為學(xué)生的口頭表達(dá)提供了依據(jù)，字之差， 但表現(xiàn)的事實(shí)卻截然不同，反映了的準(zhǔn)確性、完整性訓(xùn)練，對(duì)于準(zhǔn)確掌握數(shù)學(xué)當(dāng)學(xué)生認(rèn)識(shí)了沒(méi)有可用 “0”來(lái)表示時(shí)，又要學(xué)生對(duì) “圍成”的涵義特點(diǎn)沒(méi)有透徹理解。知識(shí)、提高教學(xué)效率具有不可估量的作用。求學(xué)生用- -句完整的話說(shuō)明所舉例的事物可引 導(dǎo)學(xué)生通過(guò)擺學(xué)具,畫(huà)圖形進(jìn)行辨析以后，[關(guān)鍵詞]生活情景;說(shuō);興趣用“0”來(lái)表示，這樣又讓學(xué)生結(jié)合“0再讓學(xué)生對(duì)錯(cuò)誤表述中的不嚴(yán)密性進(jìn)行闡述。來(lái)聯(lián)想生活素材，所以只有讓學(xué)生有充分的如果說(shuō)語(yǔ) 文學(xué)科要求學(xué)生口頭表達(dá)的內(nèi)容更語(yǔ)言是思維的載體，也是思維的結(jié)果語(yǔ)言素材感知后，把枯燥的知識(shí)趣味化，把形象、生動(dòng)的話，那么數(shù)學(xué)學(xué)科要求學(xué)生說(shuō)引導(dǎo)學(xué)生運(yùn)用準(zhǔn)確的數(shù)學(xué)語(yǔ)言表達(dá)思維過(guò)程靜 態(tài)的知識(shí)動(dòng)態(tài)化，把書(shū)本知識(shí)直觀化，學(xué)話更準(zhǔn)確、精練。數(shù)學(xué)語(yǔ)言是一種特殊的語(yǔ)和結(jié)果，既可以使數(shù)學(xué)知識(shí)得以內(nèi)化，又能生才會(huì)易懂易掌握， 同時(shí)又啟迪了學(xué)生的思言， 需要準(zhǔn)確無(wú)誤，并且邏輯性強(qiáng)。而學(xué)生提高學(xué)生的語(yǔ)言表達(dá)能力，在教學(xué)中，教師維， 使學(xué)生會(huì)暢所欲言,滔滔不絕。具有良好地口頭表達(dá)能力和語(yǔ)言的理解能力,要根據(jù)學(xué)生年齡特點(diǎn)和教學(xué)內(nèi)容，有目的、三、 創(chuàng)設(shè)操作情景，幫助學(xué)生理清“說(shuō)”對(duì) 數(shù)學(xué)的學(xué)習(xí)也有著重要的幫助作用。所以有計(jì)劃地創(chuàng)設(shè)各種情景加強(qiáng)學(xué)生語(yǔ)言表達(dá)能的思路教學(xué)嚴(yán)格要求訓(xùn)練學(xué)生說(shuō)話，有利于學(xué)生口力的訓(xùn)練，讓學(xué)生在課堂中多說(shuō)，促進(jìn)思維用出聲的外部語(yǔ) 言表述操作活動(dòng)，是智頭 表達(dá)能力的提高。發(fā)展，最終達(dá)到能力和智力的雙發(fā)展。力活動(dòng)形成的五個(gè)基本階段之- -。著名教育五、創(chuàng)設(shè)游戲情景，激發(fā)學(xué)生“說(shuō)"的創(chuàng)設(shè)情感情景，鼓勵(lì)學(xué)生“說(shuō)”的心理學(xué)家皮亞杰認(rèn)為: 兒童的智力來(lái)自于動(dòng)熱情作，而動(dòng)作的發(fā)展取決于生理成熟和物體操有位兒童學(xué)家說(shuō)過(guò): “每 個(gè)兒童都是一贊可夫曾說(shuō)過(guò):“教學(xué)法- -旦觸及學(xué)生作。 教師在操作中引導(dǎo)學(xué)生邊操作、邊口述個(gè) 天生的玩家?！痹诮虒W(xué)中，適時(shí)創(chuàng)設(shè)游戲的情緒和意志領(lǐng)域，觸及學(xué)生的精神需求，操作過(guò)程，借助語(yǔ)言，把思維過(guò)程明確、清情景，引導(dǎo)學(xué)生在玩中說(shuō)可有效激發(fā)學(xué)生說(shuō)就能發(fā)揮高度有效的作用?！睘榇耍诮虒W(xué)晰地表達(dá)出來(lái)。 例如:在教學(xué)- -年級(jí) “同樣多、的興趣與熱情。 例如:在上一年級(jí)第一冊(cè)“第中我們十分重視情感情景的創(chuàng)設(shè)。在課堂上，多些、少些”時(shí)，首先讓學(xué)生擺一-擺， 即先幾” 這節(jié)課時(shí)，我先讓10個(gè)學(xué)生排好隊(duì)，并教師用親切、平等、商量的口吻與學(xué)生交流，擺出2個(gè)圓形.再擺出和圓形同樣多的三角形。做著 -個(gè)自已認(rèn)為最酷的姿勢(shì)，然后讓其他對(duì)學(xué)生的表現(xiàn)給予及時(shí)、恰當(dāng)?shù)脑u(píng)價(jià);讓學(xué)許 多同學(xué)都很快擺出兩個(gè)三角形;然后讓學(xué)學(xué)生 說(shuō)說(shuō)你喜歡第幾個(gè)小朋友的姿勢(shì)，并且生以小老師的身份站在講臺(tái)上向同學(xué)解釋、生想一想，即啟發(fā)學(xué)生想剛才擺的過(guò)程:你說(shuō)說(shuō)你是 從左邊數(shù)還是從右邊數(shù)，這樣輪流說(shuō)明;鼓勵(lì)學(xué)生發(fā)表與教師不同的意見(jiàn)和觀為什么要擺2 個(gè)三角形?學(xué)生借助剛才動(dòng)手說(shuō)， 學(xué)生的興趣很濃。調(diào)動(dòng)學(xué)生的多種感官點(diǎn)，提出與課本不同的看法等等。在這樣的操作的演示， 組織自己較簡(jiǎn)單的語(yǔ)言。這樣，參 與學(xué)習(xí)活動(dòng),避免了枯燥乏味的訓(xùn)練，較教學(xué)情景中，學(xué)生感到的是人格的尊重、自使學(xué)生 的感性認(rèn)識(shí)逐步達(dá)到抽象化，能借助好地激發(fā) 了學(xué)生說(shuō)話的熱情。這樣學(xué)生在輕身價(jià)值的存在和智慧的展示以及愛(ài)的溫暖.較簡(jiǎn)單的語(yǔ)言把思維過(guò)程表達(dá)出來(lái)，即理解松愉 快的說(shuō)話氛圍中不知不覺(jué)中學(xué)會(huì)了新的從而讓學(xué)生逐步養(yǎng)成敢于在課堂上大膽地發(fā)了 “同樣多”的含義，也訓(xùn)練了學(xué)生的語(yǔ)言知識(shí)。 通過(guò)“說(shuō)"增強(qiáng)了學(xué)生學(xué)習(xí)數(shù)學(xué)的興趣，表自己的見(jiàn)解與看法。表達(dá)能力。優(yōu)化了課堂的氣氛，培養(yǎng)學(xué)生的思維能力，二、創(chuàng)設(shè)生活情景，提供學(xué)生“說(shuō)”的四、創(chuàng)設(shè)問(wèn)題情景，培養(yǎng)學(xué)生“說(shuō)”得提高教學(xué)效果。嚴(yán)密總之，在數(shù)學(xué)課堂教學(xué)中，教師要把握我們?cè)诮虒W(xué)時(shí)要讓數(shù)學(xué)語(yǔ)言生活化，生奧蘇伯爾的有意學(xué)習(xí)理論認(rèn)為:創(chuàng)設(shè)處時(shí) 機(jī)，創(chuàng)設(shè)良好的說(shuō)話情景，適時(shí)為學(xué)生提活情境數(shù)學(xué)化,密切聯(lián)系生活材料，創(chuàng)設(shè)情境，于學(xué)生 “最近發(fā)展區(qū)”的問(wèn)題情景，能夠引供說(shuō)話的機(jī)會(huì), 循循善誘，導(dǎo)之以法，讓學(xué)以興趣激發(fā)學(xué)生會(huì)說(shuō)，以事例引導(dǎo)學(xué)生會(huì)說(shuō)。發(fā) 學(xué)生對(duì)知識(shí)本身發(fā)生興趣，進(jìn)而產(chǎn)生認(rèn)知生敢說(shuō)、 多說(shuō)、善說(shuō)，使數(shù)學(xué)課堂教學(xué)成為比如對(duì)--年級(jí)教學(xué)“0”的認(rèn)識(shí)，我先創(chuàng)設(shè)情需要，產(chǎn)生--種要學(xué)習(xí)的心理傾向就能激發(fā)促進(jìn)學(xué)生創(chuàng)造思維發(fā)展的主陣地。境利用電腦出示四幅圖:①河里有3只鴨;學(xué)生的學(xué)習(xí)動(dòng)機(jī), 如在教學(xué)“三角形的特性”②河里有2只鴨:③河里有I只鴨;④河里這部分內(nèi)容時(shí)，教師放手讓學(xué)生對(duì)三角形的運(yùn)動(dòng)訓(xùn)練以及運(yùn)動(dòng)生理學(xué)實(shí)踐表明，薄弱，內(nèi)力水平也比較差，如果我們?cè)谡n課足的情況。比如在排球以及乒乓球教學(xué)中，青少年的身體素質(zhì)發(fā)展具有明顯的年齡特練之中以此為重點(diǎn)來(lái)要求學(xué)生， 從促進(jìn)學(xué)生都是 上肢在用力，那么課課練的內(nèi)容就應(yīng)該征一運(yùn)動(dòng)素質(zhì)發(fā)展的敏感期。這一-時(shí)期的身 體全面而平衡發(fā)展的角度出發(fā)，重點(diǎn)抓好以下肢 和軀干部位為主，這樣既可以防止軀對(duì)于發(fā)展敏感期的素質(zhì)效果是非常理想的，上下肢腰腹等運(yùn)動(dòng)系統(tǒng)的力量以及耐力等薄體局部負(fù)荷過(guò)大而引起的疲勞，又可以彌補(bǔ)這就像民間俗語(yǔ)“三翻六坐九爬爬”所說(shuō)的弱環(huán) 節(jié)練習(xí)。比如俯臥撐、俯撐屈伸腿髖、教學(xué)內(nèi)容 在學(xué)生身體全面發(fā)展中造成的不足。發(fā)展是如出一-轍的。運(yùn)動(dòng)訓(xùn)練實(shí)踐表明:十仰撐臂 屈伸、仰臥起坐、側(cè)臥起坐、仰臥舉腿、5.4根據(jù)課堂教學(xué)效果來(lái)做選擇,至十三歲速度素質(zhì)發(fā)展的最佳期(敏感期):仰臥兩頭起、俯臥抬上體、深蹲起、深蹲跳在體育教學(xué)中，身體素質(zhì)練習(xí)所組成的十二至+五歲是快速力量發(fā)展的最佳期;等等，學(xué)生的力量和耐力是有顯著差異性的，課課 練的內(nèi)容是需要科學(xué)合理搭配的，前后十三至十四歲 是靈敏素質(zhì)發(fā)展的最佳期;所以針對(duì)這 種狀況我們?cè)谡n課練的過(guò)程之中時(shí)間的練習(xí)安排也是需要遵循身體運(yùn) 動(dòng)規(guī)律十六至十八歲是力量以及耐力發(fā)展的最佳期就必須 有針對(duì)性地選擇相應(yīng)的練習(xí)內(nèi)容作為的， 如果搭配及其前后時(shí)間安排的順序不合(敏感期)。所以在高中體育課課課練的內(nèi)重點(diǎn)， 因人施教區(qū)別對(duì)待，以促進(jìn)這部分同理， 必然會(huì)影響學(xué)生練習(xí)的效果。比如，在容選擇上應(yīng)該以力量以及耐力為重點(diǎn)，并以學(xué)的 索質(zhì)向大家看齊。快速跑、變速跑等速度練習(xí)的前面，適當(dāng)?shù)拇俗鳛檎n課練的內(nèi)容進(jìn)行教學(xué)，就能使學(xué)生5.3根據(jù)教材內(nèi)容來(lái)做選擇。此十強(qiáng)向小塹量的跳躍、俯臥撐擊的身體索質(zhì)得到顯著的提高。我們?cè)隗w育課的學(xué)習(xí)之中- -般都是中國(guó)煤化工的發(fā)展是有益的;在5.2根據(jù)學(xué)生身體素質(zhì)薄弱環(huán)節(jié)的發(fā)展來(lái)個(gè)內(nèi) 容為主的，這就決定了我們不可能:[Hc N M H C非進(jìn)行耐力速度的課生身體素質(zhì)鍛煉的面面俱到，這個(gè)時(shí)候時(shí)候禮]量和耐力素質(zhì)等。從目前我校學(xué)生的總體身體素質(zhì)狀況來(lái)就可 以選擇課課練來(lái)起補(bǔ)充作用，同時(shí)達(dá)到說(shuō)，上下肢腰腹等運(yùn)動(dòng)系統(tǒng)的力量水平比較彌補(bǔ) 主教材局部活動(dòng)造成的其它部位活動(dòng)不都市家教148