本文選題：體育與健康課程改革 + 小學(xué)體育　； 參考：《江南大學(xué)》2015年碩士論文

【摘要】：教育作為一個(gè)民族最根本的事業(yè),承載著國家和民族的希望,教育教學(xué)改革則是推進(jìn)教育發(fā)展的動(dòng)力和基礎(chǔ)。體育課程改革歷經(jīng)幾代人的探索與創(chuàng)新,不斷賦予其新的時(shí)代精神。第八次基礎(chǔ)教育體育與健康課程改革(以下簡(jiǎn)稱“新課改”)在歷史的傳承與創(chuàng)新中逐漸邁入縱深,其“以人為本”和“動(dòng)態(tài)生成”的核心理念對(duì)體育教學(xué)提出了新的要求和挑戰(zhàn)。小學(xué)體育作為基礎(chǔ)教育的重要組成部分,有著獨(dú)特的育人價(jià)值,又因小學(xué)生的身心特點(diǎn),為生成性體育教學(xué)的實(shí)施提供了契機(jī)。反觀小學(xué)體育教學(xué)現(xiàn)狀,由于傳統(tǒng)體育教學(xué)中存在的僵化的教學(xué)思想、機(jī)械的教學(xué)實(shí)踐等弊病的巨大慣性,現(xiàn)代體育教學(xué)中依然存在著諸如“滿堂灌”、“競(jìng)技體育式課堂”等“老問題”,同時(shí)也衍生出像“滿堂問”、“放羊式教學(xué)”等“新問題”。無論是這些老問題,亦或這些新問題,從根本上來講都是與“以人為本”和“動(dòng)態(tài)生成”的核心理念相悖的,從本質(zhì)上來講都屬于一種“預(yù)成性”的體育教學(xué),它嚴(yán)重阻礙了體育教學(xué)改革的推進(jìn),也嚴(yán)重影響著體育教學(xué)內(nèi)涵與質(zhì)量的提升。為突破這種瓶頸,體育教學(xué)研究迫切需要引入一種新的理論視角,以實(shí)現(xiàn)對(duì)問題深度地解構(gòu)與重構(gòu)。生成作為現(xiàn)代哲學(xué)的最強(qiáng)音,其豐富的內(nèi)涵為體育教學(xué)改革提供了理論借鑒。本研究基于以上認(rèn)識(shí),從人學(xué)視域下“人的生成性”這一嶄新視角,運(yùn)用文獻(xiàn)資料法、邏輯分析法搜集大量相關(guān)研究成果,從理論層面對(duì)預(yù)成性體育教學(xué)及生成性體育教學(xué)的本質(zhì)及特征較為全面地剖析和比較,并結(jié)合案例分析法、觀察法,從實(shí)踐層面探究預(yù)成性體育教學(xué)及生成性體育教學(xué)的現(xiàn)狀及境遇,力求較為系統(tǒng)的對(duì)預(yù)成性體育教學(xué)中作為學(xué)生的“人”的生存樣態(tài)以及教學(xué)的本質(zhì)進(jìn)行檢視,對(duì)生成性思維下的體育教學(xué)的內(nèi)涵、價(jià)值、特征及其理念進(jìn)行探討,最后基于我國體育課程與教學(xué)改革的實(shí)際,提出生成性體育教學(xué)的實(shí)施與策略。通過研究,本文得出以下結(jié)論:一、研究認(rèn)為傳統(tǒng)體育教學(xué)的問題突出地體現(xiàn)了預(yù)成性體育教學(xué)特征,其弊端在于一定程度上規(guī)避了體育教學(xué)的復(fù)雜性和不確定性,限制了學(xué)生的全面發(fā)展,扼制了教師的深度發(fā)展,阻礙了體育教學(xué)的科學(xué)發(fā)展,容易形成“單向度的人”。二、生成性體育教學(xué)代表著體育教學(xué)改革的方向。它是在彈性預(yù)設(shè)的前提下,以體育活動(dòng)體驗(yàn)為基礎(chǔ),以師生間的交往互動(dòng)為手段,注重教學(xué)過程的動(dòng)態(tài)性與情境性,為促進(jìn)學(xué)生全面發(fā)展為旨?xì)w的教學(xué)活動(dòng)。三、生成性體育教學(xué)立論于人本主義、建構(gòu)主義、過程哲學(xué)、復(fù)雜性等理論基礎(chǔ)之上,具有主體生成性、交往互動(dòng)性、過程情境性、資源偶發(fā)性等特征,體現(xiàn)出關(guān)注生命的完整性,關(guān)注具體、動(dòng)態(tài)的教學(xué)過程,關(guān)注交往與對(duì)話的師生關(guān)系,關(guān)注偶發(fā)性事件的育人價(jià)值,關(guān)注學(xué)生自組織能力的教育理念。四、要實(shí)現(xiàn)生成性體育教學(xué),需要學(xué)生養(yǎng)成自主意識(shí)和發(fā)散性思維;需要體育教師在教學(xué)中樹立反思意識(shí),運(yùn)用教學(xué)智慧對(duì)學(xué)生進(jìn)行激發(fā)和引導(dǎo);需要學(xué)校重視體育教學(xué),完善對(duì)體育教師培訓(xùn)機(jī)制,賦予教師教學(xué)自主權(quán)力;需要實(shí)現(xiàn)體育教師教學(xué)思維從簡(jiǎn)單性到復(fù)雜性轉(zhuǎn)變,從預(yù)成性到生成性的轉(zhuǎn)換;需要在教學(xué)中樹立“健康第一”、“終身體育”等開放、靈活的體育教學(xué)觀;需要體育教師角色向引導(dǎo)者、促進(jìn)者、合作者的轉(zhuǎn)變,塑造一種交往、對(duì)話的師生關(guān)系;需要體育教師在教學(xué)中構(gòu)造路標(biāo)式的教學(xué)目標(biāo),追求彈性化的教學(xué)設(shè)計(jì),探索靈動(dòng)性的教學(xué)實(shí)施,采取情境化的教學(xué)評(píng)價(jià)。
[Abstract]:Education, as the most fundamental cause of a nation, carries the hope of the nation and the nation, and the reform of education and teaching is the motive force and foundation for promoting the development of education. The reform of sports curriculum has endowed its new spirit of the times continuously after several generations of exploration and innovation. The eighth basic education and health curriculum reform (hereinafter referred to as "the new curriculum reform") "") in the history of inheritance and innovation gradually into the depth, the "people-oriented" and "dynamic generation" of the core concept of physical education put forward new requirements and challenges. Primary school sports as an important part of the basic education, has a unique value of education, and because of the physical and mental characteristics of small students, for generative physical education teaching real The present situation of primary school physical education, as a result of the rigid teaching thought in the traditional physical education and the great inertia of the practice of mechanical teaching, still exists in modern sports teaching, such as "full hall irrigation", "competitive sports class" and other "old problems", as well as "full question", " Whether it is these old problems, or these new problems, it is fundamentally contrary to the core concept of "people-oriented" and "dynamic generation". In essence, it belongs to a kind of "prefabricated" physical education. It seriously hinders the promotion of the reform of physical education, and it is also a serious shadow. To improve the connotation and quality of physical education, in order to break through this bottleneck, the research of sports teaching urgently needs to introduce a new theoretical perspective to realize the deep deconstruction and reconstruction of the problems. In the view of human learning, the new perspective of "human generation" is a new perspective. It uses the literature method and logical analysis to collect a large number of relevant research results. It analyzes and compares the essence and characteristics of preadult physical education and generative physical education from the theoretical level, and combines case analysis, observation and practice. The present situation and situation of the teaching of sexual physical education and generative physical education strive for a systematic examination of the existence and nature of the "human" as a student and the essence of the teaching in the pre adult teaching, and discuss the connotation, value, characteristics and reason of the physical education under the generative thinking. Finally, it is based on the physical education curriculum and teaching in China. The practice and strategy of the generative teaching of physical education are put forward. Through the study, the following conclusions are drawn. First, the research thinks that the problems of traditional sports teaching highlight the characteristics of preadult physical education, and the disadvantages of which are to avoid the complexity and uncertainty of physical education to a certain extent and limit the overall development of the students. The exhibition has prevented the deep development of teachers, hindered the scientific development of physical education and easily formed a "one way person". Two, generative physical education represents the direction of the reform of physical education. It is based on the precondition of elastic presupposition, based on the experience of sports activities, and with the interaction and interaction between teachers and students as a means to pay attention to the dynamics of the teaching process. Three, generative physical education, on the basis of humanism, constructivism, process philosophy and complexity, has the characteristics of subjectivity, interaction, process situation and resources, which embodies the integrity and concern of life. The dynamic teaching process pays close attention to the relationship between teachers and students in communication and dialogue, pays attention to the educating value of occasional events and pays attention to the educational idea of students' self-organizing ability. Four, to realize generative physical education, students need to develop self-consciousness and divergent thinking, and the teachers should set up the consciousness of reflection and use the wisdom of teaching to the students. It is necessary to pay attention to the teaching of physical education, to improve the training mechanism of physical education teachers, to give teachers the independent power of teaching, and to realize the transformation of physical education teachers' teaching thinking from simplicity to complexity, from predominance to generative transformation, and to set up "health first" and "lifelong sports" in teaching and to be open and flexible. The concept of physical education needs the role of PE teachers to guide, promoters, and collaborators, to shape a kind of communication and dialogue between teachers and students; to construct the teaching goal of road signs in teaching, to pursue the flexible teaching design, to explore the implementation of the flexible teaching, and to take a situational teaching evaluation.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.8

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