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簡(jiǎn)介：文獻(xiàn)綜述格式、范文及書(shū)寫(xiě)規(guī)范要求文獻(xiàn)綜述格式、范文及書(shū)寫(xiě)規(guī)范要求一、一、定義定義綜述是指就某一時(shí)間內(nèi)，作者針對(duì)某一專(zhuān)題，對(duì)大量原始研究論文中的數(shù)據(jù)、資料和主要觀點(diǎn)進(jìn)行歸納整理、分析提煉而寫(xiě)成的論文。綜述屬三次文獻(xiàn)，專(zhuān)題性強(qiáng)，涉及范圍較小，具有一定的深度和時(shí)間性，能反映出這一專(zhuān)題的歷史背景、研究現(xiàn)狀和發(fā)展趨勢(shì)，具有較高的情報(bào)學(xué)價(jià)值。閱讀綜述，可在較短時(shí)間內(nèi)了解該專(zhuān)題的最新研究動(dòng)態(tài)，可以了解若干篇有關(guān)該專(zhuān)題的原始研究論文。國(guó)內(nèi)外大多數(shù)醫(yī)學(xué)期刊都辟有綜述欄目。檢索和閱讀文獻(xiàn)是撰寫(xiě)綜述的重要前提工作。一篇綜述的質(zhì)量如何，很大程度上取決于作者對(duì)本題相關(guān)的最新文獻(xiàn)的掌握程度。如果沒(méi)有做好文獻(xiàn)檢索和閱讀工作，就去撰寫(xiě)綜述，是絕不會(huì)寫(xiě)出高水平的綜述的。綜述的寫(xiě)作格式一般包括四部分，即綜述的寫(xiě)作格式一般包括四部分，即前言前言、正文、小結(jié)、、正文、小結(jié)、參考文獻(xiàn)參考文獻(xiàn)。前言，要用簡(jiǎn)明扼要的文字說(shuō)明寫(xiě)作的目的、必要性、有關(guān)概念的定義，綜述的范圍，闡述有關(guān)問(wèn)題的現(xiàn)狀和動(dòng)態(tài)，以及目前對(duì)主要問(wèn)題爭(zhēng)論的焦點(diǎn)等。前言一般200300字為宜，不宜超過(guò)500字。正文，是綜述的重點(diǎn)，寫(xiě)法上沒(méi)有固定的格式，只要能較好地表達(dá)綜合的內(nèi)容，作者可創(chuàng)造性采用諸多形式。正文主要包括論據(jù)和論證兩個(gè)部分，通過(guò)提出問(wèn)題、分析問(wèn)題和解決問(wèn)題，比較不同學(xué)者對(duì)同一問(wèn)題的看法及其理論依據(jù)，進(jìn)一步闡明問(wèn)題的來(lái)龍去脈和作者自己的見(jiàn)解。當(dāng)然，作者也可從問(wèn)題發(fā)生的歷史背景、目前現(xiàn)狀、發(fā)展方向等提出文獻(xiàn)的不同觀點(diǎn)。正文部分可根據(jù)內(nèi)容的多少可分為若干個(gè)小標(biāo)題分別論述。小結(jié)，是結(jié)綜述正文部分作扼要的總結(jié)，作者應(yīng)對(duì)各種觀點(diǎn)進(jìn)行綜合評(píng)價(jià)，提出自己的看法，指出存在的問(wèn)題及今后發(fā)展的方向和展望。內(nèi)容單純的綜述也可不寫(xiě)小結(jié)。二、格式二、格式綜述一般都包括題名、著者、摘要、關(guān)鍵詞、正文、參考文獻(xiàn)幾部分。其中正文部分又由前言、主體和總結(jié)組成。前言用200～300字的篇幅，提出問(wèn)題，包括寫(xiě)作目的、意義和作用，綜述問(wèn)題的歷史、資料來(lái)源、現(xiàn)狀和發(fā)展動(dòng)態(tài)，有關(guān)概念和定義，選擇這一專(zhuān)題的目的和動(dòng)機(jī)、應(yīng)用價(jià)值和實(shí)踐意義，如果屬于爭(zhēng)論性課題，要指明爭(zhēng)論的焦點(diǎn)所在。主體主要包括論據(jù)和論證。通過(guò)提出問(wèn)題、分析問(wèn)題和解決問(wèn)題，比較各種觀點(diǎn)的異同點(diǎn)及其理論根據(jù)，從而反映作者的見(jiàn)解。為把問(wèn)題說(shuō)得明白透徹，可分為若干個(gè)小標(biāo)題分述。這部分應(yīng)包括歷史發(fā)展、現(xiàn)狀分析和趨向預(yù)測(cè)幾個(gè)方面的內(nèi)容。①歷史發(fā)展要按時(shí)間順序，簡(jiǎn)要說(shuō)明這一課題的提出及各歷史階段的發(fā)展?fàn)顩r，體現(xiàn)各階段的研究水平。②現(xiàn)狀分析介紹國(guó)內(nèi)外對(duì)本課題的研究現(xiàn)狀及各派觀點(diǎn)，包括作者本人的觀點(diǎn)。將歸納、整理的科學(xué)事實(shí)和資料進(jìn)行排列和必要的分析。對(duì)有創(chuàng)造性和發(fā)展前途的理論或假說(shuō)要詳細(xì)介紹，并引出論據(jù)；對(duì)有爭(zhēng)論的問(wèn)題要介紹各家觀點(diǎn)或?qū)W說(shuō)，進(jìn)行比較，指問(wèn)題的焦點(diǎn)和可能的發(fā)展趨勢(shì)，并提出自己的看法。對(duì)陳舊的、過(guò)時(shí)的或已被否定的觀點(diǎn)可從簡(jiǎn)。對(duì)一般讀者熟知的問(wèn)題只要提及即可。③趨向預(yù)測(cè)在縱橫對(duì)比中肯定所綜述課題的研究水平、存在問(wèn)題和不同觀點(diǎn)，提出展望性意見(jiàn)。這部分內(nèi)容要寫(xiě)得客觀、準(zhǔn)確，不但要指明方向，而且要提示捷徑，為有志于攀登新高峰者指明方向，搭梯鋪路。主體部分沒(méi)有固定的格式，有的按問(wèn)題發(fā)展歷史依年代順序介紹，也有按問(wèn)題的現(xiàn)狀加以闡述的。不論采用哪種方式，都應(yīng)比較各家學(xué)說(shuō)及論據(jù)，闡明有關(guān)問(wèn)題的歷史背景、現(xiàn)狀和發(fā)展方向。三、寫(xiě)法三、寫(xiě)法主體部分的寫(xiě)法有下列幾種6、文中英文、羅馬字符一般采用、文中英文、羅馬字符一般采用TIMETIMENEWNEWROMANROMAN正體。正體。7、表格和圖例有中英文對(duì)照。、表格和圖例有中英文對(duì)照。二、論文的各組成部分與排列順序二、論文的各組成部分與排列順序中文標(biāo)題中文標(biāo)題英文標(biāo)題英文標(biāo)題作者，單位（班級(jí)）作者，單位（班級(jí)）中文摘要中文摘要關(guān)鍵詞關(guān)鍵詞英文摘要英文摘要關(guān)鍵詞關(guān)鍵詞1引言引言2正文正文212121121122223結(jié)論結(jié)論參考文獻(xiàn)參考文獻(xiàn)參考文獻(xiàn)可順序編碼，即按文中引用的順序編碼。作者姓名寫(xiě)至第三位，余者寫(xiě)“，等”參考文獻(xiàn)可順序編碼，即按文中引用的順序編碼。作者姓名寫(xiě)至第三位，余者寫(xiě)“，等”或“，或“，ETETALAL”。連續(xù)出版物序號(hào)連續(xù)出版物序號(hào)作者作者文題文題刊名，年，卷號(hào)（期號(hào)）起刊名，年，卷號(hào)（期號(hào)）起止頁(yè)碼止頁(yè)碼專(zhuān)（譯）著序號(hào)專(zhuān)（譯）著序號(hào)作者作者書(shū)名（，譯者）書(shū)名（，譯者）出版地出版者，出版年，起出版地出版者，出版年，起止頁(yè)碼止頁(yè)碼如何撰寫(xiě)綜述性論文第一部分什么是綜述綜述，其中綜是綜合，述，更多的不是敘述，而是評(píng)述和述評(píng)。只評(píng)述還不夠，還要就觀點(diǎn)、材料和方法進(jìn)行綜述?！熬C”是要求對(duì)文獻(xiàn)資料進(jìn)行綜合分析、歸納整理，使材料更精練明確、更有邏輯層次；“述”就是要求對(duì)綜合整理后的文獻(xiàn)進(jìn)行比較專(zhuān)門(mén)的、全面的、深入的、系統(tǒng)的論述?？傊?，文獻(xiàn)綜述是作者對(duì)某一方面問(wèn)題的歷史背景、前人工作、爭(zhēng)論焦點(diǎn)、研究現(xiàn)狀和發(fā)展前景等內(nèi)容進(jìn)行評(píng)論的科學(xué)性論文。文獻(xiàn)綜述是對(duì)某一方面的專(zhuān)題搜集大量情報(bào)資料后經(jīng)綜合分析而寫(xiě)成的一種學(xué)術(shù)論文，它是科學(xué)文獻(xiàn)的一種。文獻(xiàn)綜述是反映當(dāng)前某一領(lǐng)域中某分支學(xué)科或重要專(zhuān)題的最新進(jìn)展、學(xué)術(shù)見(jiàn)解和建議。它往往能反映出有關(guān)問(wèn)題的新動(dòng)態(tài)、新趨勢(shì)、新水平、新原理和新技術(shù)等等。學(xué)寫(xiě)綜述，至少有以下好處①通過(guò)搜集文獻(xiàn)資料過(guò)程，可進(jìn)一步熟悉科學(xué)文獻(xiàn)的查找方法和資料的積累方法；在查找的過(guò)程中同時(shí)也擴(kuò)大了知識(shí)面；②查找文獻(xiàn)資料、寫(xiě)文獻(xiàn)綜述是科研選題及進(jìn)行科研的第一步，因此學(xué)習(xí)文獻(xiàn)綜述的撰寫(xiě)也是為今后科研活動(dòng)打基礎(chǔ)的過(guò)程；③通過(guò)綜述的寫(xiě)作過(guò)程，能提高歸納、分析、綜合能力，有利于獨(dú)立工作能力和科研能力的提高；④文獻(xiàn)綜述選題范圍廣，題目可大可小，可難可易。第二部分綜述的類(lèi)型文獻(xiàn)綜述有兩種，一種是“大綜述”，就一個(gè)領(lǐng)域的文獻(xiàn)的總結(jié)。另一種是“小綜述”。這個(gè)綜述的目的主要不是為了向其他人介紹前沿，而是為了推出自己的論述和模型，是以述帶論，就是說(shuō)明現(xiàn)有的研究狀況如何，缺在哪里，我準(zhǔn)備做的貢獻(xiàn)是什么。所以，

簡(jiǎn)介：0張力雙鼓輪復(fù)卷機(jī)控制使用紙張的張力估計(jì)張力雙鼓輪復(fù)卷機(jī)控制使用紙張的張力估計(jì)羅德里戈卡拉斯科米阿尼瓦爾巴倫蘇埃拉研究生高級(jí)會(huì)員，LEEECOIICEPCIDN大學(xué)副教授EE系COIICEPCIDN大學(xué)P0BOX160CCONCEPCIDAEE系智利P0BOX160CCONCEPCIDA智利摘要紙張張力控制在繞卷機(jī)中是至關(guān)重要的紙張繞卷工藝，以獲得較好質(zhì)量的成品紙卷。通常情況下，張力環(huán)使用測(cè)壓元件檢測(cè)，如張力傳感器。這是昂貴的，需要頻繁的維護(hù)和校準(zhǔn)。本文以?xún)蓚€(gè)鼓輪，電制動(dòng)發(fā)電機(jī)，生產(chǎn)繞線(xiàn)機(jī)收放卷的變量為基礎(chǔ)，分別建立兩種新的張力估量。所有的估計(jì)考慮的重要?jiǎng)恿ΓΣ梁蛻T性變化的影響。這兩個(gè)估計(jì)是典型的梯形絡(luò)筒機(jī)評(píng)估工作周期。多個(gè)敏感性分析表明該估計(jì)參數(shù)攝動(dòng)的魯棒正?；〔⒔o出了不使用傳感器張力迴圈的穩(wěn)定和精確的紙張張力控制。關(guān)鍵詞繞線(xiàn)機(jī)驅(qū)動(dòng)器，無(wú)傳感器張力控制，張力控制，張力的估計(jì)。專(zhuān)用名稱(chēng)專(zhuān)用名稱(chēng)符號(hào)符號(hào)分別代表作用于前面作用于兩鼓輪的總接觸力；2F3FTCF和后面鼓輪的接觸力；扶手輥的參考?jí)毫Γ籖RF電樞驅(qū)動(dòng)電流I參考均分負(fù)載AIIDIFFAI勵(lì)磁驅(qū)動(dòng)電流I繞卷機(jī)鼓輪慣量FIIDRMJ成品紙卷慣量集；，卷筒卷芯和母卷的慣量；RWJSPLJUWJ恒驅(qū)動(dòng)轉(zhuǎn)矩；繞卷機(jī)寬度；IKWL，，軸承的軸向力（分別是線(xiàn)軸，前后鼓輪）；1Q2Q3Q軸承的驅(qū)動(dòng)半徑I；絡(luò)筒機(jī)鼓輪的半徑；IBRGRDRMR成品紙卷卷芯的半徑；線(xiàn)軸輪的半徑；RWPSPLR母卷半徑；庫(kù)侖損失估計(jì)轉(zhuǎn)矩分量，初始階UWRUWCOULT段；2中降低，因?yàn)樗墙⒃诔善芳埦淼淖罱K尺寸上。后部鼓輪驅(qū)動(dòng)器（驅(qū)動(dòng)器2，圖1）是主驅(qū)動(dòng)器，應(yīng)用于速度控制回路上。前部鼓輪驅(qū)動(dòng)（驅(qū)動(dòng)器3，圖1）是在共同負(fù)載作為輔助驅(qū)動(dòng)形成的。這種循環(huán)控制通過(guò)包括基本剖面密度要求，速度微分限制和成品紙卷慣量的變化來(lái)控制成品紙卷的內(nèi)部缺口密度或硬度。圖1雙鼓輪繞卷機(jī)控制回路雙鼓輪繞卷機(jī)控制回路該放卷階段是由一個(gè)制動(dòng)發(fā)電機(jī)，在轉(zhuǎn)矩控制收放卷之間的紙張張力模式運(yùn)作階段形成的。張力環(huán)通常是使用像張力傳感器這樣的壓力檢測(cè)元件在紙張縱剪機(jī)組關(guān)鍵的跨度的位置。在這跨度的紙張張力很大程度上影響了分切機(jī)的正常運(yùn)行，它確定了成品紙卷的寬帶規(guī)格。紙張張力控制不當(dāng)將會(huì)導(dǎo)致成品紙卷的輥建立在一個(gè)變化直徑（環(huán)）上，這樣不合格的紙卷造成后續(xù)的加工工藝作用于成品紙卷上，諸如印刷、裁切。為了同時(shí)處理收放卷部分的慣量變化，輔助補(bǔ)償信號(hào)被添加到控制回路。這些信號(hào)從計(jì)算卷徑信號(hào)前饋補(bǔ)償，或卷徑計(jì)算得到的。

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簡(jiǎn)介：青年與社會(huì)2014年2B下第6期總第552期國(guó)內(nèi)外高職院校體育課程建設(shè)研究綜述李俊勇煙臺(tái)工程職業(yè)技術(shù)學(xué)院，山東煙臺(tái)264006【摘要】9O年代以來(lái)，我國(guó)高等專(zhuān)科教育、高等職業(yè)教育有了較大的發(fā)展，為社會(huì)主義現(xiàn)代化建設(shè)事業(yè)培養(yǎng)了大批急需的各類(lèi)專(zhuān)門(mén)人才，提高了勞動(dòng)者的素質(zhì)，增強(qiáng)了生產(chǎn)的效率，對(duì)于建設(shè)社會(huì)主義精神文明，促進(jìn)社會(huì)進(jìn)步和經(jīng)濟(jì)發(fā)展起到了重要作用。應(yīng)該說(shuō)，隨著國(guó)家不斷的重視職業(yè)教育的發(fā)展，高職院校迎來(lái)了前所未有的發(fā)展機(jī)遇，但同時(shí)隨著生源的不斷擴(kuò)大，對(duì)于高職院校體育課程建設(shè)和發(fā)展的討論也愈來(lái)愈多。全國(guó)普通高校體育課程教學(xué)指導(dǎo)綱要頒布以來(lái)，關(guān)于高校體育課程建設(shè)的研究和討論方興未艾，但是如何真正貫徹落實(shí)綱要精神，提高高職院校體育課程建設(shè)水平，是一個(gè)擺在我們面前的嶄新課題?！娟P(guān)鍵詞】高職院校；體育課程；課程建設(shè)；研究綜述一、研究方法文獻(xiàn)資料法檢索期刊網(wǎng)1979年20O8年相關(guān)文獻(xiàn)，查找相關(guān)資料，掌握與本研究有關(guān)的研究進(jìn)展情況。二、國(guó)內(nèi)外高職院校體育課程發(fā)展研究一國(guó)內(nèi)高職院校體育課程發(fā)展研究朱小平指出取消體育普修課，普及體育選項(xiàng)課；充分挖掘課程資源，項(xiàng)目設(shè)置多樣化，提高學(xué)生學(xué)習(xí)興趣；符合專(zhuān)業(yè)特點(diǎn)，實(shí)施俱樂(lè)部教學(xué)；強(qiáng)調(diào)建立科學(xué)的評(píng)價(jià)體系。趙蘇酤等建議高職院校的體育課程以課堂教學(xué)為基礎(chǔ)，把體育課堂教學(xué)與課外、校外的體育活動(dòng)有機(jī)結(jié)合，形成課內(nèi)外、校內(nèi)外一體化的課程結(jié)構(gòu)。具體包括完善高職體育常規(guī)課程；豐富課外體育活動(dòng)課程；發(fā)展校外體育活動(dòng)。王培芳指出建立以人為本的高職教育特色課程觀；課程定位應(yīng)體現(xiàn)學(xué)校特色、職業(yè)發(fā)展與勞動(dòng)保護(hù)的需要；課程目標(biāo)要突出就業(yè)的導(dǎo)向性，圍繞學(xué)生的職業(yè)生涯規(guī)劃與可持續(xù)；課程設(shè)置上應(yīng)體現(xiàn)綜合陛、職業(yè)性，開(kāi)設(shè)職業(yè)體能訓(xùn)練課。王玉擴(kuò)等指出轉(zhuǎn)變傳統(tǒng)體育觀念，確立終身體育、健康教育的教育指導(dǎo)思想；根據(jù)綱要的基本要求，結(jié)合高職院校發(fā)展的定位、辦學(xué)特點(diǎn)，確立高職院校體育課程目標(biāo)；進(jìn)行體育課程結(jié)構(gòu)的調(diào)整，構(gòu)建具有職業(yè)特色的課程體系；建立“個(gè)性職業(yè)協(xié)調(diào)發(fā)展”教學(xué)模式，教學(xué)形式多樣化；加強(qiáng)教法改革，建立新的評(píng)價(jià)體系。吳尚提出體育課“11X”改革實(shí)踐，第一個(gè)“1”指新生入學(xué)第一學(xué)年，為體育基礎(chǔ)課教學(xué)階段；第二個(gè)“1”指第二學(xué)年安排選項(xiàng)課；X”代表早操和俱樂(lè)部訓(xùn)練，認(rèn)為這種課程改革充分調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性、發(fā)展學(xué)生個(gè)性、培養(yǎng)學(xué)生終身體育意識(shí)、發(fā)揮體育教師專(zhuān)長(zhǎng)的新項(xiàng)目的設(shè)置方式，順應(yīng)了高職院校體育課改革發(fā)展潮流，提高了體育課教學(xué)質(zhì)量。二國(guó)外體育課程發(fā)展研究張建華等指出美國(guó)體育課程改革的一般特點(diǎn)有強(qiáng)調(diào)體育的學(xué)科性；重視健康體能的教育；強(qiáng)調(diào)發(fā)展運(yùn)動(dòng)特有價(jià)值的運(yùn)動(dòng)課程；重視發(fā)揮教學(xué)評(píng)價(jià)的作用，強(qiáng)調(diào)操作評(píng)價(jià)和真實(shí)評(píng)價(jià)；教學(xué)內(nèi)容的多元化；強(qiáng)調(diào)具有終身體育價(jià)值的運(yùn)動(dòng)的教學(xué)；舞蹈、韻律體操和娛樂(lè)活動(dòng)等受到重視。李建軍說(shuō)日本在提出課程總體目標(biāo)的基礎(chǔ)上，還提出了學(xué)制各階段的具體目標(biāo)，并且體育目標(biāo)和保健目標(biāo)是分開(kāi)的。日本最新的保健體育課程目標(biāo)比較好地協(xié)調(diào)了各項(xiàng)目標(biāo)的關(guān)系，體現(xiàn)了課程目標(biāo)的全面性。王健說(shuō)教育思想上，澳大利亞的課程目標(biāo)更加倡導(dǎo)素質(zhì)教育思想。價(jià)值觀上，澳大利亞的社會(huì)哲學(xué)信念是強(qiáng)調(diào)“個(gè)體是最基本的因素”。在目標(biāo)側(cè)重點(diǎn)上，是追求人的自身以及人與社會(huì)環(huán)境的和諧發(fā)展。在目標(biāo)范圍上，比中國(guó)更廣。澳大利亞課程方案沒(méi)有具體的時(shí)數(shù)和內(nèi)容的限制，教師、學(xué)生的“自主性”、“選擇性”比中國(guó)要強(qiáng)。學(xué)習(xí)內(nèi)容涉及面相對(duì)廣泛，身體鍛煉的內(nèi)容并非特別突出，更多地從個(gè)人、社會(huì)、人際關(guān)系等方面來(lái)構(gòu)建內(nèi)容體系。王子樸等認(rèn)為俄羅斯學(xué)生的普遍及格率和優(yōu)異率更為寬松一些個(gè)別項(xiàng)目、性別除外。學(xué)生體育課評(píng)價(jià)形式上可以在現(xiàn)有基礎(chǔ)上增加畢業(yè)統(tǒng)考。具體內(nèi)容和標(biāo)準(zhǔn)可以像教學(xué)大綱的制度一樣，在總的原則標(biāo)準(zhǔn)指導(dǎo)下，由各地區(qū)有關(guān)部門(mén)結(jié)合實(shí)際情況而定。日本著名學(xué)校體育專(zhuān)家高橋健夫提出的體育教學(xué)的目標(biāo)體系，也許對(duì)我國(guó)當(dāng)前的體育課程改革有一定的啟示。高橋先生認(rèn)為，體育教學(xué)目標(biāo)主要包括技能目標(biāo)、社會(huì)行動(dòng)目標(biāo)、認(rèn)知目標(biāo)與情意目標(biāo)。可見(jiàn)，他對(duì)體育教學(xué)目標(biāo)的理解與當(dāng)前我國(guó)的體育課程目標(biāo)有相似性，但也存在諸多不同之處，特別要指出的是在高橋提出的體育教學(xué)目標(biāo)體系中認(rèn)知目標(biāo)占有很重要的位置，因?yàn)闆](méi)有學(xué)生對(duì)基本知識(shí)與社會(huì)行動(dòng)知識(shí)在認(rèn)知上的改變，就無(wú)法實(shí)現(xiàn)隋意目標(biāo)，即學(xué)習(xí)態(tài)度的轉(zhuǎn)變。三、結(jié)論與建議一結(jié)論。通過(guò)分析，國(guó)外在體育課程的理論研究方面主要集中在學(xué)校體育課程的目標(biāo)、課程內(nèi)容以及課程的評(píng)價(jià)體系上，這些理論對(duì)我國(guó)的體育課程的發(fā)展具有許多可借鑒的地方。對(duì)于國(guó)內(nèi)學(xué)者來(lái)說(shuō)，很多學(xué)者也運(yùn)用了一些國(guó)外的先進(jìn)的教學(xué)理念、體育課程建設(shè)理念，提出了諸多的改革對(duì)策。比如說(shuō)LLX課程設(shè)置、俱樂(lè)部課程設(shè)置等等。但經(jīng)研究發(fā)現(xiàn)，大部分的人提出的都是一些建設(shè)性的意見(jiàn)，體育教學(xué)目標(biāo)不統(tǒng)一，課程設(shè)置大都比較籠統(tǒng)，沒(méi)有去實(shí)地的調(diào)查學(xué)生心中真正感興趣的地方，了解他們心中的體育課是應(yīng)該怎么樣的，缺乏實(shí)踐性，沒(méi)有對(duì)當(dāng)前高職體育的課程建設(shè)提出一些切實(shí)可行的意見(jiàn)，并真正的能夠付諸于實(shí)踐。二建議。1結(jié)合高職教育辦學(xué)定位與特點(diǎn)，修訂體育教學(xué)大綱、完善課程類(lèi)型，設(shè)置合理的體育科目和教學(xué)年限，調(diào)整教學(xué)計(jì)劃；改革課程內(nèi)容，突出職業(yè)特色。2確立高職院校體育課程目標(biāo)，強(qiáng)調(diào)課程目標(biāo)的多元化、具體化和可操作化，建立合理的課程目標(biāo)體系。3創(chuàng)建以學(xué)生為主體，課內(nèi)外、校內(nèi)外有機(jī)聯(lián)系的課程結(jié)構(gòu)，改革單一的教學(xué)組織形式，精選教學(xué)內(nèi)容，突出職業(yè)性、大眾性、健身性、時(shí)代性和終身性特征；更新教學(xué)方法，豐富教學(xué)組織形式。4調(diào)整學(xué)生學(xué)習(xí)評(píng)價(jià)內(nèi)容及比例，豐富評(píng)價(jià)方式；制定多級(jí)教師教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)，進(jìn)行發(fā)展性評(píng)價(jià)，提倡多元評(píng)價(jià)方式，豐富學(xué)生參評(píng)渠道。參考文獻(xiàn)【1】李志宏以評(píng)估為動(dòng)力，推進(jìn)高等教育的持續(xù)健康發(fā)展11高教研究動(dòng)態(tài)【2】李躍論如何培養(yǎng)高職學(xué)生的終身體育意識(shí)U】教育與職業(yè)2OO5183】祝自新高校體育建設(shè)是校園文化建設(shè)的重要組成部分IN，教師報(bào)，200812【4】周登嵩學(xué)校體育學(xué)M人民教育出版社，2004【S】【英】菲利浦泰勒等著，王偉廉譯課程研究導(dǎo)論M】春2014V0L555N006199青年與社會(huì)2014年2月下G6期總G552期高中生時(shí)間管理傾向與焦慮的關(guān)系劉歡西南大學(xué)心理學(xué)部，重慶400715【摘要】時(shí)間管理傾向是人格特質(zhì)在時(shí)間維度上的重要體現(xiàn)，與多種因素存在相關(guān)包括學(xué)業(yè)成績(jī)、成就動(dòng)機(jī)等。更為重要的是，已有研究表明時(shí)間管理行為與時(shí)間管理能力能夠有效降低個(gè)體的焦慮與抑郁等負(fù)性心理體驗(yàn)。高中生面臨巨大的學(xué)業(yè)壓力，提高其時(shí)間管理能力以緩解焦慮十分有必要?！娟P(guān)鍵詞】時(shí)間管理；焦慮；高中生每天從凌晨開(kāi)始再到一天結(jié)束，每個(gè)人都擁有相同的24個(gè)小時(shí)，但是這24個(gè)小時(shí)對(duì)于每個(gè)人來(lái)說(shuō)所能產(chǎn)生的價(jià)值卻大不一樣，它做能產(chǎn)生的價(jià)值完全取決于如何利用它，這就涉及到個(gè)人時(shí)間管理的差異。對(duì)于高中生而言，時(shí)間管理能力尤其重要，面對(duì)即將到來(lái)的高考，如何合理地設(shè)定目標(biāo)、制定計(jì)劃并有效實(shí)施和調(diào)節(jié)，不僅有益于取得良好的成績(jī)，也有益于對(duì)于以后人生的規(guī)劃以及自我實(shí)現(xiàn)。時(shí)間管理傾向是人格特質(zhì)在時(shí)間維度上的重要體現(xiàn)，黃希庭、張志杰等人認(rèn)為，時(shí)間管理傾向是一種具有動(dòng)力性的人格特質(zhì)，并將其劃分為時(shí)間價(jià)值感，時(shí)間監(jiān)控觀和時(shí)間效能感三個(gè)維度。時(shí)間價(jià)值感是主體對(duì)時(shí)間作為一種資源所具有的價(jià)值和功能所持的較為穩(wěn)定的態(tài)度和觀念，對(duì)于個(gè)體的時(shí)間管理活動(dòng)具有導(dǎo)向作用，使個(gè)體將時(shí)間資源分配給自己覺(jué)得有意義的事件上。時(shí)間監(jiān)控觀則是個(gè)體運(yùn)用和把握時(shí)間的能力和技巧，體現(xiàn)在具體的行為中，包括目標(biāo)設(shè)定，制定計(jì)劃，實(shí)施、評(píng)估和調(diào)節(jié)等。而時(shí)間效能感則是個(gè)體對(duì)于自己時(shí)間管理的能力和效果的主觀期望和估計(jì)，是自我效能感在時(shí)間管理活動(dòng)中的體現(xiàn)。已有研究發(fā)現(xiàn)，時(shí)間管理傾向與多種因素存在相關(guān)，例如學(xué)業(yè)成績(jī)、成就動(dòng)機(jī)、自我概念等。在心理健康方面，MACAN等人研究發(fā)現(xiàn)，時(shí)間控制感往往有助于獲得更好的控制感并降低軀體緊張。RANJITA研究認(rèn)為有效的時(shí)間管理行為在一定程度上可以減輕學(xué)業(yè)壓力。秦啟文等人的研究發(fā)現(xiàn)，時(shí)間管理傾向高分者與低分者在軀體化、焦慮和抑郁三個(gè)因子以及總癥狀指數(shù)上存在顯著差異；時(shí)間管理傾向及其各維度主要與心理健康中的軀體化、焦慮和抑郁三個(gè)因子有顯著的負(fù)相關(guān)。鄧凌、陳本友研究發(fā)現(xiàn)大學(xué)生的時(shí)間管理傾向與抑郁存在顯著的負(fù)相關(guān)。陳本友、張鋒等人研究分析大學(xué)生時(shí)間管理傾向與焦慮之間的關(guān)系發(fā)現(xiàn)，時(shí)間管理傾向與焦慮存在顯著的負(fù)相關(guān)，時(shí)間管理傾向高的大學(xué)生的焦慮水平顯著低于時(shí)間管理傾向低的大學(xué)生。蘭玉娟、雷泉針對(duì)考試焦慮與大學(xué)生時(shí)間管理傾向關(guān)系的探討表明，時(shí)間管理傾向與考試焦慮呈顯著負(fù)相關(guān)，其中時(shí)間效能感對(duì)考試焦慮有直接預(yù)測(cè)性。高中生處于青春期的重要階段，身心發(fā)展迅速，加之面臨高考的激烈競(jìng)爭(zhēng)，很容易出現(xiàn)焦慮的心理問(wèn)題。劉賢臣、孫良民等人對(duì)2462名青少年使用焦慮自評(píng)量表進(jìn)行調(diào)查發(fā)現(xiàn)，以標(biāo)準(zhǔn)分50為劃界分，16％的青少年有不同程度的焦慮癥狀，其中1417歲組焦慮發(fā)生率較高，18歲開(kāi)始呈下降趨勢(shì)。李卓、朱霞等人在高考前一個(gè)月對(duì)高三學(xué)生進(jìn)行測(cè)量后對(duì)比常模發(fā)現(xiàn)高三學(xué)生狀態(tài)焦慮水平顯著高于常模，且女生顯著高于男生。可見(jiàn)，高中生尤其是高三學(xué)生的焦慮問(wèn)題不容忽視。結(jié)合青少年時(shí)間管理傾向的相關(guān)研究和高中生焦慮的研究現(xiàn)狀不難得出假設(shè)青少年時(shí)間管理傾向與焦慮水平之間存在相關(guān)。未來(lái)研究可將高中生作為對(duì)象，尤其是臨近高考的學(xué)生，有必要從時(shí)間管理能力的各個(gè)維度人手，探討其與狀態(tài)焦慮和特質(zhì)焦慮的關(guān)系，以期能夠進(jìn)一步探索時(shí)間管理傾向與焦慮的關(guān)系，并為高中生提高時(shí)間管理能力，緩解焦慮提出建議。參考文獻(xiàn)1】黃希庭論個(gè)人的時(shí)間管理傾向M心理科學(xué)，20015【2】BRITTONBK，TESSERAEFFECTSOFTIMEMANAGEMENTPRACTICESONCONEGEGRADESJOURNALOFEDUCATIONALPSYCHOLOGY，19913【3】MACANTH，SHAHANIC，DIPBOYERLETA1COLLEGESTUDENTS，TIMEMANAGEMENTCORREHTIONWITHACADEMICPERFORMANCEANDSTRESSJOURNALOFEDUCATIONALPSYCHOLOGY，1990，1824【4】RANJITAM，MICHEUE，MCOLLEGESTUDENTS’ACADEMICSSTRESSANDITSRELATIONONTHEIRANXIETY，TIMEMANAGEMENT，ANDLEISURESATISFACTIONAMEFICANJOUMALOFHEALTHSTUDIES，200016【5】秦啟文，張志杰時(shí)間管理傾向與心理健康關(guān)系的相關(guān)研究Ⅱ】心理科學(xué)，20020【6】6陳本友，張鋒，鄒枝玲，楊勛，黃希庭大學(xué)生時(shí)間管理傾向與焦慮的相關(guān)研究田中國(guó)臨床心理學(xué)雜志，200508】蘭玉娟，雷泉大學(xué)生時(shí)間管理傾向于考試焦慮的關(guān)系U】社會(huì)心理科學(xué)，20O685【9】514賢臣，孫良民，唐茂芹，514連啟，楊杰，馬登岱，趙貴芳2462青少年焦慮自評(píng)量表測(cè)查結(jié)果分析Ⅱ】_中國(guó)心理衛(wèi)生雜志，199720【10】李卓，朱霞，劉祥，王莉，楊業(yè)兵高三學(xué)生高考前焦慮狀態(tài)及影響因素研究卟中國(guó)健康心理學(xué)雜志，20104，秋出版社1989【6】朱小平高職院校體育課程改革的探XJ1吉林體育學(xué)院學(xué)報(bào)，20073基金項(xiàng)目本文是山東省職業(yè)教育與成人教育科研“十5”規(guī)劃研究課題能力本位的高職院校體育教學(xué)改2002014V0L552NO06革研究2012ZCJ099研究成果。煙臺(tái)工程職業(yè)技術(shù)學(xué)院2013年度院級(jí)高等教育教學(xué)改革研究課題素質(zhì)教育背景下的高職體育項(xiàng)目教學(xué)改革與研究GDJYJG2012011研究成果。作者簡(jiǎn)介李俊勇1981一，男，山東煙臺(tái)人，碩士研究生，煙臺(tái)工程職業(yè)技術(shù)學(xué)院講師，研究方向體育教育訓(xùn)練學(xué)、學(xué)校體育學(xué)。

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