民间游戏在促进幼儿动作能力发展中的应用
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摘要
动作能力与儿童身心健康密切相关。民间游戏是人们所传承的各种形式的身体活动,对幼儿运动技能学习具有重要的教育价值。在幼儿教育过程中推广民间游戏,不仅可以很好地促进幼儿身心健康,而且可以使我国传统文化得到传承。从事基础教育的教师应依据动作发展规律,有针对性地将民间游戏与幼儿身体活动融合起来,从游戏内容的选择、游戏趣味性的激发,以及游戏环境的应用等方面,充分开发和利用民间游戏的教育价值,以实现幼儿身心全面发展,为实现全民健康奠定基础。
Motor competence is closely related to children's physical and mental health. Folk games are various forms of physical activities inherited by people,which have important educational value for preschool children's motor skills learning. In the game,preschool children can obtain more physical activity experience through direct perception and practical operation,so as to improve their motor ability and Provide the basis for improving their Physical Literacy. At present,there are still some problems in the adoption of folk games in preschool children physical education,such as lack of targeting,single form and insufficient content. Therefore,scientific creation and compilation should be carried out on the basis of traditional cultural inheritance according to the requirements of new curriculum standards,so as to give better play to the educational value of folk games.
Motor competence is closely related to children's physical and mental health. Folk games are various forms of physical activities inherited by people,which have important educational value for preschool children's motor skills learning. In the game,preschool children can obtain more physical activity experience through direct perception and practical operation,so as to improve their motor ability and Provide the basis for improving their Physical Literacy. At present,there are still some problems in the adoption of folk games in preschool children physical education,such as lack of targeting,single form and insufficient content. Therefore,scientific creation and compilation should be carried out on the basis of traditional cultural inheritance according to the requirements of new curriculum standards,so as to give better play to the educational value of folk games.
引文
[1]罗红辉.幼儿园民间体育游戏存在的问题与解决对策[J].学前教育研究,2012(6):70-72.
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[7]Robert M.生长发育与体力活动、运动表现及体适能关系研究的10大问题[J].北京体育大学学报,2015,38(10):43-57.
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[12]李静,梁国力.大肌肉群发展测试(TGMD-2)研究[J].中国体育科技,2005,41(2):105-107.
[13]崔娓,林森然,古桂雄,等.儿童发育性协调障碍临床评估工具的研究进展[J].中国儿童保健杂志,2018,26(9):977-980.
[14]吴升扣,姜桂萍.学龄前儿童动作发展测量的研究进展[J].中国儿童保健杂志,2014,22(1):48-51.
[15]李博,刘阳,陈思同,等.儿童青少年运动技能测评工具研究及启示[J].上海体育学院学报,2018,43(3):9-16.
[16]郭晨,罗冬梅,王荣辉,等.3-6岁学龄前儿童大肌肉群动作发展评价量表的研制[J].体育科学,2018,38(10):46-53.
[17]刁玉翠.3-10岁儿童基本运动技能发展与教育促进研究[D].上海:华东师范大学,2018,5.
[18]Sayed Kavos Salehi,Mahmoud Sheikh,Fatemeh Sadat Talebrokni.Comparison Exam of Gallahue's Hourglass Model and Clark and Metcalfe's the Mountain of Motor Development Metaphor[J].Advances in Physical Education,2017,7(3):217-233.
[19]中华人民共和国教育部.3-6岁儿童学习与发展指南[Z].2012.
[20]侯如兰,夏莉莉.西安市幼儿手精细动作发育状况[J].中国学校卫生,2004,25(6):682-683.
[21]李季湄,冯晓霞.《3-6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:294-295.
[2]王政淞,李红娟,张柳.动作能力对儿童青少年体力活动与健康促进的重要意义[J].体育科学,2017,37(11):72-80.
[3]熊雷欣,卢清.民间游戏在幼儿精细动作发展与培养中的教育价值[J].教育与教学研究,2015,29(9):111-114.
[4]Greg Payne,耿培新,梁国立.人类动作发展概论[M].北京:人民教育出版社,2008.
[5]David L.Gallahue,John C.Ozmun,Jackie D.oodway.Understanding motor development:infants,children,adolescents,dults[M].New York:McGraw-Hill,2006:3-5.
[6]吴升扣,姜归萍,龚睿,等.3-6岁幼儿本体感觉能力和粗大动作发展水平的特征及相关性研究[J].体育学刊,2016,23(1):131-135.
[7]Robert M.生长发育与体力活动、运动表现及体适能关系研究的10大问题[J].北京体育大学学报,2015,38(10):43-57.
[8]季浏.我国《普通高中体育与健康课程标准(2017年版)》解读[J].体育科学,2018,38(2):3-20.
[9]Hardy L L,Reinten-Reynolds T,Espinel P,et al.Prevalence and correlates of low fundamental movementskillcompetencyinchildren.Pediatrics.2012,130:390-98.
[10]Lubans D R,Morgan P J,Cliff D P,et al.Fundamental movement skills in children and adolescents:review of associated health benefits.Sports Med.2010(40):1019-1035.
[11]Logan S W,Robinson LE,Wilson A E,et al.Getting the fundamentals of movement:a meta-analysis of the effectiveness of motor skill interventions in children.Child Care Health Dev.2012(38):305-315.
[12]李静,梁国力.大肌肉群发展测试(TGMD-2)研究[J].中国体育科技,2005,41(2):105-107.
[13]崔娓,林森然,古桂雄,等.儿童发育性协调障碍临床评估工具的研究进展[J].中国儿童保健杂志,2018,26(9):977-980.
[14]吴升扣,姜桂萍.学龄前儿童动作发展测量的研究进展[J].中国儿童保健杂志,2014,22(1):48-51.
[15]李博,刘阳,陈思同,等.儿童青少年运动技能测评工具研究及启示[J].上海体育学院学报,2018,43(3):9-16.
[16]郭晨,罗冬梅,王荣辉,等.3-6岁学龄前儿童大肌肉群动作发展评价量表的研制[J].体育科学,2018,38(10):46-53.
[17]刁玉翠.3-10岁儿童基本运动技能发展与教育促进研究[D].上海:华东师范大学,2018,5.
[18]Sayed Kavos Salehi,Mahmoud Sheikh,Fatemeh Sadat Talebrokni.Comparison Exam of Gallahue's Hourglass Model and Clark and Metcalfe's the Mountain of Motor Development Metaphor[J].Advances in Physical Education,2017,7(3):217-233.
[19]中华人民共和国教育部.3-6岁儿童学习与发展指南[Z].2012.
[20]侯如兰,夏莉莉.西安市幼儿手精细动作发育状况[J].中国学校卫生,2004,25(6):682-683.
[21]李季湄,冯晓霞.《3-6岁儿童学习与发展指南》解读[M].北京:人民教育出版社,2013:294-295.