峨眉武术养生与健康课程教学内容体系构建——以内江师范学院为例
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摘要
以四川峨眉武术文化普及基地为载体,运用文献资料、逻辑分析、归纳)等研究方法,围绕"分层、分类、分级"的人才培养思路,强化学生的个体差异,通过对峨眉武术养生与健康课程教学内容体系构建的基础、建设的依据以及构建的具体内容等方面进行较深入的分析,旨在建构一种创新性与超越性、前瞻性与导向性、多维性与多层性、科学性与可操作性的峨眉武术养生与健康课程教学内容体系,提高学生认知能力,增强学生的知识接受能力以及身体承受能力,提升学生的社会竞争力.
Taking Sichuan Emei Wushu Culture Popularization Base as the carrier,with the use of literature survey,logical induction method,and centering around the"cultivation idea of talent stratification,talent categorization and talent grading"and the emphasis of students' individual differences,an in-depth analysis is made of the basis and theoretical groundings on which the system construction of curricular teaching content of Emei Wushu Health Preservation is based,so as to construct a curricular teaching content system for Emei Wushu health preservation and health course that is characteristic of innovation and transcendence,vision and instructiveness,multi-dimension and multi-level,scientificness and operability,in the hope of helping enhance the cognitive ability of students,strengthening their receptive ability of knowledge,and reinforcing their physical endurability,and eventually promoting their social competitiveness.
Taking Sichuan Emei Wushu Culture Popularization Base as the carrier,with the use of literature survey,logical induction method,and centering around the"cultivation idea of talent stratification,talent categorization and talent grading"and the emphasis of students' individual differences,an in-depth analysis is made of the basis and theoretical groundings on which the system construction of curricular teaching content of Emei Wushu Health Preservation is based,so as to construct a curricular teaching content system for Emei Wushu health preservation and health course that is characteristic of innovation and transcendence,vision and instructiveness,multi-dimension and multi-level,scientificness and operability,in the hope of helping enhance the cognitive ability of students,strengthening their receptive ability of knowledge,and reinforcing their physical endurability,and eventually promoting their social competitiveness.
引文
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[2]郝晓辉.从规划到实施:分层教学在高中数学教学中的应用研究[D].石家庄:河北师范大学,2015.
[3]吴晓阳,于海涛.大学体育课实施分层教学的理论与实践[J].体育学刊,2012,19(6):96-99.
[4]李长勤.新课程背景下分层教学研究[D].武汉:华中师范大学,2008.
[5]陈阳.基于精武精神视角的校本课程开发研究:以天津市精武镇付村中学为例[D].天津:天津师范大学,2014.
[6]姜明,王美娟,张疆之,等.民族传统体育专业传统养生与保健方向课程体系构建的研究[J].山东体育学院学报,2010,26(5):77-81.
[7]王泽善,梅杭强.老龄化社会背景下我国高等体育院校传统体育养生方向课程体系构建刍论[C]//全国体育科学大会,2011.
[8]武冬,吕韶钧.高等学校武术课程体系改革研究[J].北京体育大学学报,2013,36(3):92-98.
[9]徐福景.天津师范大学体育养生课程设置现状的研究[D].北京:北京体育大学,2016.
[10]任秋林,李语晴.从中医理论看武术的健身养生功能[J].中华武术(研究),2017,6(4):39-42.