發(fā)布時間：2018-05-25 13:55

  本文選題：體育教學論 + 教材　； 參考：《北京體育大學》2017年碩士論文

【摘要】：我國《體育教學論》教材經過近三十年的發(fā)展,在傳播體育教學理論、培養(yǎng)體育教學人才上做出了貢獻。本文通過對《體育教學論》教材內容的演進軌跡進行梳理,審視其不同階段變化發(fā)展的特點,通過與《體育教學論》教材聯(lián)系緊密的母學科《教學論》和《學校體育學》、《體育教材教法》等教材內容進行比較,結合社會背景分析影響其內容演進的因素,總結出我國《體育教學論》教材內容的學科特征和發(fā)展規(guī)律與經驗。主要結論如下:1.我國《體育教學論》教材的內容演進經歷了探索初立階段(1988-2000年)、獨立發(fā)展階段(2001-2006年)、深化完善階段(2007至今)三個歷史時期。2.我國《體育教學論》教材內容在演進的過程中編寫理念從以“增強體質為主”過渡到“健康第一”,從“重視技能學習”過渡到“以學生發(fā)展為主”;內容數(shù)量上經歷了由內容缺失到全面闡述再到以“實用性”為準則進行精簡;內容選擇上由與《學校體育學》和《體育教材教法》等相關學科重復過多到凸顯學科特色;研究視野由單一擴大到跨學科和全球化的趨勢。3我國《體育教學論》教材在初期發(fā)展過程中,其結構體系是借鑒于《教學論》教材的內容體系而產生,內容上充分體現(xiàn)了體育學科的特色。其內容所涉及的相關知識被《學校體育學》與《體育教材教法》教材的內容所囊括,而且是從《學校體育學》與《體育教材教法》教材中分化而來。我國《體育教學論》教材內容在演進的過程中既按照自己固有的流變軌跡發(fā)展,又不斷地在與相關學科的流變軌跡發(fā)生碰撞。在借鑒相關學科的經驗同時,強化《體育教學論》教材固有的特色屬性是《體育教學論》教材持續(xù)發(fā)展的方向。4我國《體育教學論》教材內容在發(fā)展演變的過程中會受到多種外部因素共同影響,但《體育教學論》的教材內容在演變過程中也會保持著相對獨立性,其本身“內在的邏輯性”和自我的“揚棄”是其演變的推動力之一。我國《體育教學論》教材內容的演進是內外因共同作用的結果。5我國《體育教學論》教材內容在演進過程中學科特征越來越明晰、實用性被凸顯、學生主體的地位被強調,與學校體育教學改革發(fā)展密切聯(lián)系、內容和視角更加多元化、注重以學生為主體的“生本化”理念、積極探索學科屬性,突出實用性、課程論與教學論走向結合、本土化趨勢更加明顯將是未來的《體育教學論》教材內容發(fā)展的方向。
[Abstract]:After nearly 30 years of development, the teaching materials of P. E. in our country have made contributions to the dissemination of the theory of physical education and the cultivation of sports teaching talents. In this paper, the author combs the evolution of the contents of the teaching materials of physical Education, and examines the characteristics of the changes and development of the teaching materials at different stages. By comparing the contents of the teaching materials such as "Teaching Theory", "School physical Education" and "the Teaching method of physical Education", which are closely related to the teaching materials of physical Education, this paper analyzes the factors that affect the evolution of the contents of the teaching materials in combination with the social background. This paper summarizes the subject characteristics, development rules and experience of the teaching material of P. E. in China. The main conclusions are as follows: 1. The content evolution of P. E. Teaching Theory in China has experienced three historical periods: the initial stage of exploration, the stage of independent development from 2001 to 2006, the stage of deepening perfection and the period from 2007 to present. In the course of the evolution of the teaching material content of P. E. in our country, the idea of compiling the teaching material is from "strengthening physique" to "health first", from "attaching importance to skill learning" to "focusing on students' development". The content quantity has experienced from the content missing to the comprehensive elaboration to the "practicability" as the criterion to be streamlined, the content selection has been repeated too much with the relevant subjects such as "School physical Education" and "physical Education Teaching material" to highlight the characteristics of the subject; The research field of vision has expanded from single to interdisciplinary and globalized.3 in the initial development process of the textbook of physical Education Teaching in China, its structural system was produced by drawing lessons from the content system of the teaching material of "Teaching Theory". The content fully reflects the characteristics of the sports discipline. The relevant knowledge involved in the contents is included in the contents of "School physical Education" and "physical Education textbook Teaching method", and it is differentiated from "School physical Education" and "physical Education Teaching method". In the course of evolution, the teaching materials of P. E. in our country have developed according to their own inherent rheological trajectory, and have been colliding with the rheological track of related disciplines. While learning from the experience of relevant disciplines, Strengthening the inherent characteristics of the Teaching material of physical Education is the direction of the sustainable development of the textbook. The contents of the textbook in China will be affected by various external factors in the course of development and evolution. However, the teaching material content of P.E. Teaching Theory also maintains its relative independence in the course of its evolution, and its "intrinsic logic" and "sublation" of itself are one of the driving forces of its evolution. The Evolution of the Teaching material content of P. E. Teaching in China is the result of the interaction of internal and external factors. In the course of evolution, the subject characteristics of the teaching material are more and more clear, the practicability is highlighted, and the status of the main body of the students is emphasized. It is closely related to the reform and development of school physical education teaching, and its contents and perspectives are more diversified. It pays attention to the student-oriented concept of "student-oriented", actively explores the subject attributes, highlights the practicability, and combines the curriculum theory with the teaching theory. The trend of localization will be the direction of the development of teaching materials in the future.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G807.4

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