本文關(guān)鍵詞：貴州省校園足球特色學(xué)校發(fā)展現(xiàn)狀與對(duì)策研究　出處：《西南大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：運(yùn)用文獻(xiàn)資料法、專家訪談法、問卷調(diào)查法、實(shí)地調(diào)查法、數(shù)理統(tǒng)計(jì)法、對(duì)比分析法等研究方法,以貴州省各區(qū)縣187所“足球特色學(xué)�！睘檠芯繉�(duì)象,通過調(diào)查貴州省各地區(qū)“足球特色學(xué)校”開展校園足球活動(dòng)軟硬件基本情況;分析不同足球?qū)W校屬性、不同類別學(xué)校、不同類型學(xué)校在校園足球發(fā)展和足球校本課程開發(fā)上是否存在差異;探明貴州省相關(guān)體育部門和教育部門、各學(xué)校領(lǐng)導(dǎo)、體育教師等對(duì)校園足球校本課程開發(fā)的態(tài)度及認(rèn)識(shí),并立足于實(shí)際,探討校園足球校本課程開發(fā)的原則、模式、內(nèi)容等;以期為貴州省校園足球后續(xù)發(fā)展提供一定的參考。通過研究得出以下結(jié)果:(1)通過對(duì)貴州省足球特色發(fā)展基本情況統(tǒng)計(jì)分析得出:“足球特色學(xué)�！辈季植町惔�;足球“重點(diǎn)學(xué)�！笔痉蹲饔貌粡�(qiáng);缺乏統(tǒng)一的足球教材指導(dǎo)教學(xué)和訓(xùn)練;足球教師短缺,業(yè)務(wù)能力相對(duì)較弱;部分學(xué)校對(duì)教育部的有關(guān)政策有待進(jìn)一步落實(shí)。(2)通過對(duì)貴州省相關(guān)學(xué)校場(chǎng)地情況和足球師資的差異分析得出:就場(chǎng)地器材而言,不同足球?qū)W校屬性與不同類型學(xué)校均不存在差異,其差異主要體現(xiàn)在不同類別學(xué)校,即重點(diǎn)學(xué)校和普通學(xué)校之間(P=0.0060.05)。就足球教師執(zhí)教水平而言,不同足球?qū)W校屬性存在顯著差異(P=0.0000.05);不同類型學(xué)校、不同類別學(xué)校均不存在差異,其P值分別為0.159、0.931均大于0.05。(3)通過對(duì)貴州省相關(guān)學(xué)校足球教學(xué)內(nèi)容安排及賽事活動(dòng)進(jìn)行對(duì)比分析得出:不同類型學(xué)校在教學(xué)安排上存在差異,其差異主要體現(xiàn)在小學(xué)和完全中學(xué)之間(P=0.0190.05),而不同類別學(xué)校和不同足球?qū)W校屬性足球教師在足球教學(xué)內(nèi)容安排上則不存在差異;不同類型學(xué)校在足球代表隊(duì)參賽情況上存在差異(P=0.0250.05),不同足球?qū)W校屬性及不同類別學(xué)校則不存在差異,由此可知,學(xué)校足球教學(xué)內(nèi)容的安排與足球?qū)W校屬性、學(xué)校類別無關(guān);學(xué)校足球代表隊(duì)參賽情況之間的差異則僅僅體現(xiàn)在小學(xué)、初中、高中和完全中學(xué)上。(4)通過對(duì)貴州省相關(guān)學(xué)校足球文化宣傳和足球校本課程開發(fā)進(jìn)行對(duì)比分析得出:不同類型學(xué)校在足球文化宣傳上存在差異(P=0.0340.05),其差異主要體現(xiàn)在小學(xué)和高中之間;不同類別學(xué)校在足球校本課程開發(fā)的認(rèn)識(shí)上存在差異(P=0.0420.05),即重點(diǎn)學(xué)校的足球教師與非重點(diǎn)學(xué)校的足球教師在足球校本課程開發(fā)的認(rèn)識(shí)上存在分歧。(5)通過對(duì)貴州省相關(guān)學(xué)校校園足球校本課程開發(fā)的原則、模式、內(nèi)容及形式進(jìn)行分析、探討得出:貴州省校園“足球特色學(xué)校”校本課程的開發(fā)必須堅(jiān)持以人為本,因地制宜,國(guó)家、地方、學(xué)校三級(jí)體系協(xié)調(diào),專家、教師、學(xué)生共同參與的基本原則;借鑒其他相關(guān)學(xué)科校本課程開發(fā)實(shí)例對(duì)學(xué)校足球校本課程進(jìn)行改編,并在以往課程教材的框架體系及內(nèi)容安排上對(duì)校園足球文化建設(shè)和足球運(yùn)動(dòng)損傷進(jìn)行單獨(dú)介紹和講解,以保證本教材的全面性和實(shí)效性。
[Abstract]:Using the method of literature, expert interviews, questionnaire survey method, field survey method, mathematical statistics, comparative analysis and other research methods, in each district and county of Guizhou province 187 "football school" as the research object, through the investigation of the basic situation of the development of the campus football activities of hardware and software in various regions of Guizhou province "football school" analysis; whether there are differences between different attributes of different types of schools, football schools, schools of different types in the development of the campus football football and the development of school-based curriculum; school-based curriculum development of the campus football attitude and understanding of Guizhou province proved the related sports department and education department, the school leadership, physical education teachers, and based on the actual content of the principle and the campus football mode, school-based curriculum development; in order to provide some reference for the further development of school football in Guizhou province. The study reached the following conclusions: (1) through the development of the basic situation of Guizhou province football statistics characteristic analysis concluded: "football school football" layout difference; "key school" demonstration effect is not strong; lack of football teaching guidance teaching and training uniform; football teacher shortage, business ability is relatively weak; part of school related policy the Ministry of education to be further implemented. (2) the difference of the Guizhou province school site and football teachers analysis: on site equipment, different properties and different types of school football school there is no difference, the difference is mainly reflected in schools in different categories, namely between key schools and ordinary schools (P=0.0060.05). As for the level of football teachers' teaching, there are significant differences in the attributes of different football schools (P=0.0000.05). There is no difference between different schools and schools, and their P values are 0.159 and 0.931, respectively, which are all greater than 0.05. (3) were analyzed by the Guizhou province school football teaching content arrangement and events: there are differences in different types of schools in teaching arrangement, the difference is mainly reflected in the primary school and middle school between (P=0.0190.05), and different types of schools and different football school football teachers attribute in football teaching content arrangement is not there are differences; differences between different types of schools in the football team competition situation (P=0.0250.05), different properties of different types of schools and school football there is no difference, therefore, the football teaching content arrangement of the school and school football school property, unrelated classes; the difference between the school football team competition situation is only reflected in primary school, junior high school, high school and middle school. (4) comparative analysis of Guizhou province through the school football culture and football related publicity of school-based curriculum development: there are differences in different types of schools in football culture propaganda (P=0.0340.05), the difference is mainly reflected in the differences between primary school and high school; different types of schools in the understanding of the development of school-based curriculum on football (P=0.0420.05). There are differences on school football teachers and non key school football teachers in the school-based curriculum development on the understanding of football. (5) the principle, mode, content and form of Guizhou Province Campus football school school-based curriculum development are analyzed and discussed that the development of school-based curriculum in Guizhou Province Campus football school "must adhere to the people-oriented, according to local conditions, coordination of national, local and school three grade system, the basic principles of experts, teachers and students together in the examples of the development of school-based curriculum; learn from other related disciplines to the school football school curriculum adaptation, and the framework of the previous teaching material and the arrangement of the content of the damage to the campus football culture and football separately introduce and explain, in order to ensure the integrity and effectiveness of the teaching material.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

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