2018年体育院校考博试卷分析
一、导言

2018年3月24-25日，是北京体育大学、上海体育学院、成都体育学院等体育院校的考博日。 

 

二、英语试卷

全国体育学院统考的英语试卷很少透出真题，虾米教头 坛友分享了今年的部分阅读理解和作文，大家权当感受一下难度和方向。

 

（一）阅读理解：第4篇

 

Given the lack of fit between gifted students and their schools, it is not surprising that such students often have little good to say about their school experiences. In one study of 400 adults who had achieved distinction in all areas of life, researchers found that three fifths of these individuals either did badly in school or were unhappy in school. Few MacArthunr Prize fellows, winners of the MacArthur Award for creative accomplishment, had good things to say about their precollegiate schooling if they had not been placed in advanced programs. Anecdotal(名人轶事的) reports support this. Pablo Picasso, Charles Darwin, MARK twain, Oliver Goldsmith, and William Butler Yests all disliked school .so did Winston Churchill, who almost failed out of Harrow, an boy.” Often these children realize that they know more than their teachers, and their teachers oft feel that these children are arrogant, inattentive, or unmotivated. 

  

Some of these gifted people may have done poorly in school because their gifts were not scholastic. Maybe we can account for Picasso in this way/But most fared poorly in school not because they lacked ability but because they found school unchanging and consequently lost interest. Yeats described the lack of fit between his mind and school∶″Because I had found it difficult to attend to anything less interesting than my own thoughts, I was difficult to teach.”As noted earlier, gifted children of all kinds tend to be strong-willed nonconformists. Nonconformity and stubbornness (and Yeats’s level of arrogance and self-absorption) are likely to lead to conflicts with teachers. 

  

When highly gifted students in any domain talk about what was important to the development of their abilities, they are far more likely to mention their families than their schools or teachers. A writing prodigy(神童) studied by David Feldman and Lynn Goldsmith was taught far more about writing by his journalist father than his English teacher. High-IQ children in Australia studied by Miraca Gross had much more positive feelings about their families than their schools. About half of the mathematicians studied by Benjamin Bloom had little good to say about school. They all did well in school and took honors classes when available, and some skipped grades. 

  

26、The main point the author is making about schools is that   B   . 

A) they should satisfy the needs of students from different family backgrounds  

B) they are often incapable of catering to the needs of talented students  

C) they should organize their classes according to the students’ ability  

D) they should enroll as many gifted students as possible 

  

27、The author quotes the remarks of one of Oliver Goldsmith’s teachers   A   . 

A) to provide support for his argument  

B) to illustrate the strong will of some gifted children  

C) to explain how dull students can also be successful  

D) to show how poor Oliver’s performance was at school 

  

28、Pable Picasso is listed among the many gifted children who  C  . 

A) paid no attention to their teachers in class  

B) contradicted their teachers much too often  

C) could not cope with there-studies at school successfully  

D) behaved arrogantly and stubbornly in the presence of their teachers. 

  

29、Many gifted people attributed their success  A  . 

A) mainly to parental help and their education at home  

B) both to school instruction and to their parents’ coaching  

C) more to their parents’ encouragement than to school training  

D) less to their systematic education than to their talent 

  

30、The root cause of many gifted students having bad memories of their school years is that   C   . 

A) their nonconformity brought them a lot of trouble  

B) they were seldom praised by their teachers  

C) school courses failed to inspire or motivate them  

D) teachers were usually far stricter than their parents

 

（二）作文写作

 

The benfit of voluneering

 

三、北京体育大学

（一）运动训练学  

 

1、论述 

（1）论述训练计划的基本内容及制定依据； 

（2）结合训练实践，论述如何有效控制训练负荷；

（3）结合专项训练，论述如何提高战术训练的效果。 

2、应用题 

（1）结合某项运动的专项耐力需求，设计一套高强度间歇训练（HIIT）方案，并说明其功效和应用要点； 

（2）结合运动项目分析该项目运动员赛前最佳状态的具体表现并提出调控策略。 

 

（二）教学论  

 

1、简述题

（1）简述自主、合作、探究学习的概念及其基本观点。

（2）现代信息技术为课程教学领域带来了哪些变化?

（3）关于教学的本质有哪些观点? 这些观点的主要分歧是什么?

 2、论述题

（1）结合实际论述课程改革背景下，教师课堂教学行为发生哪些转变?

（2）评述罗杰斯非指导性教学的主要观点。

（3）《普通高中体育与健康课程标准(2017版) 》 (不确定文件名) 将运动能、健康行为和体育品德归为学科核心素养。学科核心素养的推行对高中体育课程改革的影响。

 

（三）运动生理学 

 

1、简答

（1）肺通气量测试方法，

（2）疲劳的测试方法，

（3）运动后过量氧耗产生的原因。

2、论述

（1）测试评价有氧工作能力；

（2）本体感觉在运动训练中的重要性；

（3）高原反应。

 

（四）运动生理学 

 

1、论述题

（1）比较等张收缩和等动收缩的特点；

（2）试述跑步运动促进血液回流心脏的机制；

（3）比较牵张反射腱反射和肌紧张的区别。

2、应用题

（1）设计篮球运动员选材的方案；

（2）最大摄氧量随年龄变化的特点及生理机制，设计一个提高老年人最大摄氧量的方案。

 

四、上海体育学院

（一）学校体育学  

 

1、国内外体育文化素养的起源与发展。 

2、国内外儿童基本运动技能测评系统？并评述。 

3、体育课与体育健康课程的区别，体育课如何改革才能成为体育健康课程？

 

（二）运动训练  

 

1、力量训练的顺序，分别回答以下问题 

（1）先练小肌肉群，还是大肌群？ 

（2）腿部、腰部、腹部、胸部的练习顺序？ 

（3）力量训练结束后还需安排什么训练，为什么？ 

2、优秀运动员是否可以复制？ 

3、体能训练与技能训练的关系？ 

 

（三）运动生理学  

 

1、运动中运动肌提高氧供途径

2、结合青少年生理特征，低中高强度运动生理学特点，抗阻训练对青少年的好处

3、肾上腺素对运动的作用

4、本体感觉类型，生理特点

5、有氧供能和无氧供能的关系

 

（四）运动解剖学  

 

1、举例说明双、多关节肌的主动不足与被动不足。（10分）

2、什么是肌拉力线？根据肌拉力线与关节运动轴的位置关系，简述肱二头肌在近固定时的作用。（10分）

3、核心肌群由哪些肌肉组成？什么是核心肌力训练？设计一个核心肌力训练方案，并采用环节受力分析法对其进行解剖学分析。（20分） 

4、营养物质如何通过口腔进入小腿三头肌？小腿三头肌的代谢废物如何排出体外？请详述该过程。（20分） 

5、对“俯卧抱头起”动作进行环节受力分析，简述其原动肌的血液供应和神经支配。（20分） 

6、简述运动传导通路概念，举例说明椎体系和椎体外系在完成体育动作时的作用。（20分） 

（备注：经张××和范××两位同学同意和整合试题内容后发布，在此表示感谢！）

 

五、北京师范大学 

体育社会学  

 

1、试述运动在社会流动中的作用；

2、试述生活方式变迁对青少年身心健康的影响及应对策略；

3、有观点认为“运动中形成的品质可以迁移到社会生活的其它领域，并帮助人们取得成功”，你认同这种观点吗？为什么？

4、实证研究和案例研究的特点与区别。