我國(guó)部分高校拓展訓(xùn)練教學(xué)大綱研究
發(fā)布時(shí)間：2018-12-12 13:31
【摘要】：本文以我國(guó)部分高校拓展訓(xùn)練教學(xué)大綱為研究對(duì)象,在研究過(guò)程中以部分高校拓展訓(xùn)練課任課教師和部分參加過(guò)該課程的學(xué)生為調(diào)查對(duì)象,并收集了七所高校的教學(xué)大綱作為研究的客觀依據(jù)。本文采用文獻(xiàn)資料法、專家訪談法、問(wèn)卷調(diào)查法、數(shù)理統(tǒng)計(jì)法、實(shí)地考察法、對(duì)比分析法等多種科研方法,對(duì)北京大學(xué)、北京體育大學(xué)等七所高校的教學(xué)大綱及相關(guān)內(nèi)容進(jìn)行研究,得出如下結(jié)論： (1)我國(guó)教育相關(guān)部門沒(méi)有編寫基礎(chǔ)性的高校拓展訓(xùn)練課教學(xué)大綱,一部分院校也沒(méi)有適時(shí)自主編制教學(xué)大綱；高校拓展訓(xùn)練課教學(xué)沒(méi)有統(tǒng)一、規(guī)范的,教材。 (2)筆者所調(diào)研的七所高校都購(gòu)買或者教師自制了部分拓展訓(xùn)練課的專用器材；拓展訓(xùn)練課的專用場(chǎng)地和中高空組合訓(xùn)練架等專門設(shè)施并不是開(kāi)設(shè)拓展訓(xùn)練課程的必要條件。 (3)各高校是為了適應(yīng)素質(zhì)教育改革的趨勢(shì)和當(dāng)代大學(xué)生全面發(fā)展的需求,課程以提高大學(xué)生的身心健康、良好的溝通能力、社會(huì)適應(yīng)能力、團(tuán)隊(duì)凝聚力、社會(huì)責(zé)任感等綜合素質(zhì)為目標(biāo),力求使學(xué)生由“學(xué)校人”向“社會(huì)人”、“企業(yè)人”轉(zhuǎn)變,成為社會(huì)優(yōu)秀人才。 (4)按照不同的方法可以將拓展訓(xùn)練項(xiàng)目分為不同的類型,將拓展訓(xùn)練項(xiàng)目進(jìn)行分類,可以更加便于選擇、編排組合符合教學(xué)目標(biāo)、師資情況和學(xué)生特點(diǎn)的教學(xué)內(nèi)容,以提高教學(xué)質(zhì)量；教學(xué)內(nèi)容都包括理論部分和實(shí)踐部分；但是各高校沒(méi)有根據(jù)地區(qū)和地形地貌等的特點(diǎn)選擇安排水上項(xiàng)目和野外項(xiàng)目,教學(xué)內(nèi)容不夠豐富、全面。 (5)各高校教學(xué)進(jìn)度與學(xué)時(shí)安排方面存在較大的差異,長(zhǎng)期、系統(tǒng)的教學(xué)安排應(yīng)體現(xiàn)出教學(xué)內(nèi)容的階段性和層次性的特點(diǎn),以不斷的引導(dǎo)學(xué)生達(dá)到新一輪的高峰體驗(yàn),實(shí)現(xiàn)教學(xué)目標(biāo)。 (6)拓展訓(xùn)練課考核方式一般為理論結(jié)合實(shí)踐,但是拓展訓(xùn)練作為提高學(xué)生綜合素質(zhì)的體驗(yàn)式教育,僅僅從理論、實(shí)踐、學(xué)習(xí)態(tài)度、身體素質(zhì)等幾個(gè)方面很難做出客觀、全面的成績(jī)?cè)u(píng)定。
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G895-4
本文編號(hào)：2374660
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G895-4
【參考文獻(xiàn)】
相關(guān)期刊論文 前1條
1 張茂泉;;基于體驗(yàn)式學(xué)習(xí)的高校體育拓展訓(xùn)練課程設(shè)計(jì)研究[J];吉林體育學(xué)院學(xué)報(bào);2010年02期
，本文編號(hào)：2374660
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