【摘要】：隨著教育觀念和教育思想的轉(zhuǎn)變,戶外拓展作為一種新的教育手段正不斷的被人們所認(rèn)知,而且越來越多的高校已經(jīng)將戶外拓展課程引入到教學(xué)體系。由于戶外拓展的諸多項(xiàng)目都具有很高的危險(xiǎn)性,安全保障成為戶外拓展科學(xué)健康發(fā)展的生命線,是拓展教學(xué)中值得特別關(guān)注的焦點(diǎn)問題。本研究以現(xiàn)代風(fēng)險(xiǎn)管理理論與方法來探討高校戶外拓展教學(xué)的風(fēng)險(xiǎn)問題,在此基礎(chǔ)上較為深入地對(duì)戶外拓展教學(xué)中可能遇到的風(fēng)險(xiǎn)問題進(jìn)行了識(shí)別和評(píng)估,并提出高校戶外拓展教學(xué)風(fēng)險(xiǎn)應(yīng)對(duì)策略與方法,旨在加強(qiáng)戶外拓展教學(xué)的風(fēng)險(xiǎn)意識(shí),有效規(guī)避教學(xué)風(fēng)險(xiǎn),為推動(dòng)高校戶外拓展教學(xué)的發(fā)展提供理論與實(shí)踐上的參考依據(jù),并對(duì)其深入了解和把握教學(xué)隱患和風(fēng)險(xiǎn)要素具有較強(qiáng)的實(shí)踐指導(dǎo)意義和參考價(jià)值。運(yùn)用文獻(xiàn)資料法、調(diào)查法、數(shù)理統(tǒng)計(jì)法、邏輯分析法,從風(fēng)險(xiǎn)管理的視角對(duì)高校戶外拓展教學(xué)中的風(fēng)險(xiǎn)進(jìn)行了識(shí)別、評(píng)估以及應(yīng)對(duì)研究。得到以下結(jié)論:1.高校戶外拓展教學(xué)事故的原因可以從人的不安全行為與人的失誤,物的不安全狀態(tài)以及管理失誤這三方面進(jìn)行分析;高校戶外拓展教學(xué)風(fēng)險(xiǎn)主要來自教師、學(xué)生、裝備、環(huán)境和學(xué)校管理五個(gè)方面。2.戶外拓展教學(xué)中來自教師方面可能遇到的四個(gè)風(fēng)險(xiǎn)因素中按強(qiáng)弱排序分別為:知識(shí)經(jīng)驗(yàn)風(fēng)險(xiǎn)、技能操作風(fēng)險(xiǎn)、心理風(fēng)險(xiǎn)和身體素質(zhì)風(fēng)險(xiǎn)。3.戶外拓展教學(xué)中來自學(xué)生方面可能出現(xiàn)的五個(gè)風(fēng)險(xiǎn)因素中按強(qiáng)弱排序分別為:技術(shù)風(fēng)險(xiǎn)、自我管理風(fēng)險(xiǎn)、心理風(fēng)險(xiǎn)、經(jīng)驗(yàn)風(fēng)險(xiǎn)和體能風(fēng)險(xiǎn)。4.戶外拓展教學(xué)中來自環(huán)境方面可能遇到的七個(gè)風(fēng)險(xiǎn)因素中按強(qiáng)弱排序前三的分別為:極端天氣風(fēng)險(xiǎn)、自然災(zāi)害風(fēng)險(xiǎn)、流行性疾病風(fēng)險(xiǎn)。5.戶外拓展教學(xué)中來自裝備方面可能遇到的五個(gè)風(fēng)險(xiǎn)中按強(qiáng)弱排序分別為:裝備的操作風(fēng)險(xiǎn)、裝備的質(zhì)量風(fēng)險(xiǎn)、裝備的數(shù)量風(fēng)險(xiǎn)、裝備的保養(yǎng)風(fēng)險(xiǎn)和裝備物質(zhì)風(fēng)險(xiǎn)。6.戶外拓展教學(xué)中來自管理方面可能遇到的五個(gè)風(fēng)險(xiǎn)中按強(qiáng)弱排序分別為:專業(yè)知識(shí)風(fēng)險(xiǎn)、應(yīng)急預(yù)案風(fēng)險(xiǎn)、管理規(guī)定風(fēng)險(xiǎn)、交通風(fēng)險(xiǎn)和改變時(shí)間地點(diǎn)風(fēng)險(xiǎn)。7.高校戶外拓展教學(xué)風(fēng)險(xiǎn)應(yīng)對(duì)策略主要包括對(duì)風(fēng)險(xiǎn)進(jìn)行回避、降低、自留、轉(zhuǎn)移等。具體措施包括:建立歷史資料數(shù)據(jù)庫(kù);重視師資水平建設(shè);加強(qiáng)教學(xué)組織中教學(xué)風(fēng)險(xiǎn)的防控工作;制定風(fēng)險(xiǎn)應(yīng)急預(yù)案。
[Abstract]:With the change of educational concept and thought, outdoor development as a new means of education is constantly recognized by people, and more colleges and universities have introduced outdoor development courses into the teaching system. Because of the high risk of many outdoor development projects, safety and security has become the lifeline of the scientific and healthy development of outdoor development, and it is the focus problem that deserves special attention in the development teaching. Based on the modern risk management theory and method, this paper discusses the risk problems of outdoor outreach teaching in colleges and universities, and on the basis of this, identifies and evaluates the risk problems that may be encountered in outdoor outreach teaching. The paper also puts forward the strategies and methods to deal with the risks of outdoor development teaching in colleges and universities, in order to strengthen the risk awareness of outdoor development teaching, effectively avoid teaching risks, and provide theoretical and practical reference for promoting the development of outdoor outreach teaching in colleges and universities. It is of great practical significance and reference value to understand and grasp the teaching hidden dangers and risk factors. By using the methods of literature, investigation, mathematical statistics and logic analysis, this paper identifies, evaluates and studies the risks in outdoor development teaching in colleges and universities from the perspective of risk management. Get the following conclusion: 1. The causes of outdoor extension teaching accidents in colleges and universities can be analyzed from the following three aspects: unsafe behavior and human errors, unsafe state of things and management mistakes, the risk of outdoor development teaching in colleges and universities mainly comes from teachers, students, equipment, etc. Environment and school management. The four risk factors which may come from teachers in outdoor extension teaching are: knowledge and experience risk, skill operation risk, psychological risk and physical quality risk. The five possible risk factors in outdoor extension teaching are: technical risk, self-management risk, psychological risk, experiential risk and physical fitness risk. The first three of the seven risk factors from the environment in outdoor extension teaching are: extreme weather risk, natural disaster risk, epidemic disease risk. In outdoor development teaching, the five risks that may be encountered in the field of equipment are: operational risk of equipment, quality risk of equipment, quantity risk of equipment, maintenance risk of equipment and material risk of equipment. In outdoor development teaching, the five risks that may be encountered in management are: professional knowledge risk, emergency plan risk, management regulation risk, traffic risk and change time and place risk. The order of risk is: professional knowledge risk, emergency plan risk, management regulation risk, traffic risk and change of time and place risk. The coping strategies of outdoor extension teaching risk in colleges and universities mainly include risk avoidance, reduction, retention, transfer and so on. The concrete measures include: setting up the historical data database, attaching importance to the construction of teachers' level, strengthening the prevention and control of teaching risk in teaching organization, and drawing up the contingency plan of risk.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G807.4

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