【摘要】：本文在闡釋符號(hào)的概念及符號(hào)互動(dòng)論主要觀點(diǎn)的基礎(chǔ)上,指出體育課程生成應(yīng)當(dāng)是一個(gè)多元主體間互動(dòng)溝通的過程。提出課程目標(biāo)生成過程中應(yīng)當(dāng)重視學(xué)生符號(hào)信息的采集;課程內(nèi)容生成過程中,應(yīng)當(dāng)鼓勵(lì)任課教師和學(xué)生積極參與,各方均應(yīng)重視符號(hào)信息的傳遞方式和對(duì)符號(hào)意義的理解;教學(xué)過程的生成應(yīng)當(dāng)包括四類符號(hào)互動(dòng),即教材語(yǔ)言與教師符號(hào)互動(dòng)、教材語(yǔ)言與學(xué)生符號(hào)互動(dòng)、教師與學(xué)生符號(hào)互動(dòng)、學(xué)生與學(xué)生符號(hào)互動(dòng);教學(xué)評(píng)價(jià)過程亦應(yīng)注重各方符號(hào)信息的傳遞與解讀。
[Abstract]:Based on the explanation of the concept of symbol and the main viewpoints of the theory of symbolic interaction, this paper points out that the formation of physical education curriculum should be a process of interaction and communication among multiple subjects. In the course of course target generation, we should pay attention to the collection of students' symbol information, encourage teachers and students to participate actively in the course of course content generation, and all sides should attach importance to the transmission of symbolic information and the understanding of symbolic meaning. The generation of teaching process should include four kinds of symbolic interaction, namely, the interaction between teaching material language and teacher symbol, the interaction between teaching material language and student symbol, the interaction between teacher and student symbol, and the interaction between student and student symbol. The process of teaching evaluation should also pay attention to the transmission and interpretation of symbolic information.
【作者單位】： 貴州師范大學(xué)體育學(xué)院;貴州師范大學(xué)分析測(cè)試中心;
【基金】：國(guó)家哲學(xué)社會(huì)科學(xué)基金課題“貴州高校體育院系民族傳統(tǒng)體育校本課程開發(fā)的實(shí)效性研究”(09BTY029) 貴州省教育廳高等學(xué)校人文社會(huì)科學(xué)項(xiàng)目“貴州省高校少數(shù)民族傳統(tǒng)體育校本課程開發(fā)現(xiàn)狀與發(fā)展對(duì)策研究”(13ZC243)的研究成果
【分類號(hào)】：G807
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本文編號(hào)：2313792