论体育课程在大中小学的断裂与衔接(下)
|
摘要
学生们的一句近似嘲讽实为抱怨的"我们上小学就学蹲踞式起跑,上了大学还学蹲踞式起跑,前滚翻从小学到大学是一滚到底",让大、中小学各个学段的体育教师们互相抱怨,让学校体育课程的设计者们难堪无比,它与"上了12年的体育课什么都没有学会"一起质疑着体育课程是否具有基本的逻辑性和科学性,直接拷问着体育作为学科的资格。文章从"终身体育"的目标、从"低级重复、半途而废"的现行课程问题、从"中国国情和中国问题"对体育课程的衔接逻辑的原点、重点和特点进行了分析和阐述,提出实现大中小学课程有机衔接的方略应该是"建立个性化、选择性、专业化体育课程体系",而实现大中小学课程有机衔接的方法则是建立"各学段的选择性专项化的教学体系"。本文随后提出"大中小学有机连接的新体育课程教学体系"的假说,从实施后的几种学习结果推断入手进行了基于理论推断的可行性论证,还从已经实施了十数年的高中"模块教学"和大学"三自主教学"的经验入手,进行了基于现实成果的可行性分析。
"We learned crouching start in primary school, and keep learning it at university, we forward roll from primary school to university" is seemingly students' scorn but more of a complaint. Physical education teachers also complain to each other, putting the designers of school physical education curriculum extremely in embarrassment. These problems, together with the complaint that "we have learned nothing in physical education curriculum for 12 years", question the logic and scientificalness of physical education curriculum, as well as the qualification of physical education as a subject. After analyzing and expounding the purpose of "lifelong sport", the problem of students' "low-level repetition and giving up halfway" in current physical education curriculum, and the purpose, focus and characteristics of physical education connection, this present paper proposes that the strategy for effective physical education connection is "establishing the personalized, selective and professional physical education curriculum system", and the method to realize the connection is "establishing the selective and specialized teaching system for each learning stage". This paper then discusses the feasibility of the hypothesis in theory by analyzing the possible results that the hypothesis may bring about. Besides, this paper also analyzes its feasibility based on the experience of "module teaching" in high school and "three independences teaching" in university, which have been implemented for more than a decade.
"We learned crouching start in primary school, and keep learning it at university, we forward roll from primary school to university" is seemingly students' scorn but more of a complaint. Physical education teachers also complain to each other, putting the designers of school physical education curriculum extremely in embarrassment. These problems, together with the complaint that "we have learned nothing in physical education curriculum for 12 years", question the logic and scientificalness of physical education curriculum, as well as the qualification of physical education as a subject. After analyzing and expounding the purpose of "lifelong sport", the problem of students' "low-level repetition and giving up halfway" in current physical education curriculum, and the purpose, focus and characteristics of physical education connection, this present paper proposes that the strategy for effective physical education connection is "establishing the personalized, selective and professional physical education curriculum system", and the method to realize the connection is "establishing the selective and specialized teaching system for each learning stage". This paper then discusses the feasibility of the hypothesis in theory by analyzing the possible results that the hypothesis may bring about. Besides, this paper also analyzes its feasibility based on the experience of "module teaching" in high school and "three independences teaching" in university, which have been implemented for more than a decade.
引文
[1] 毛振明.对体育课程整体设计(大中小学课程衔接)的研究[J].北京体育大学学报,2002,25(5):656-659.
[2] 陈国成.对大中小学体育教学衔接问题的研究[J].北京体育大学学报,2004,27(8):1105-1106.
[3] 柴如鹤.建构有效衔接的大中小学体育教材内容体系的必要性[J].体育学刊,2011,18(6):91-93.
[4] 潘绍伟.体育教育专业与中小学体育脱节问题之我见[J].中国学校体育,2012(4).
[5] 庄弼.我国中小学体育教材建设发展初探[J].体育教学,2008(12):10-12.
[6] 张晓林,陈新键,毛振明.我国大中小学体育课程有效衔接现存问题及改进思路[J].武汉体育学院学报,2015,49(2):78-83.
[7] 毛振明.对体育课程一体化改革方向的整体性思考[J].中国学校体育,2018(9).
[8] 尹军.对大中小(幼)一体化体育课程体系建设的认识与思考[J].中国学校体育,2018(9).
[9] 于素梅.构建“一体化”课程体系发挥“大学科”领航作用[J].中国学校体育,2018(9).
[10] 毛振明.对建立有中国特色体育课程和体育教材体系的探讨[J].广州体育学院学报,2002(3):86-87.
[11] 毛振明.体育课程与教材新论[M].沈阳:辽宁大学出版社,2001.
[2] 陈国成.对大中小学体育教学衔接问题的研究[J].北京体育大学学报,2004,27(8):1105-1106.
[3] 柴如鹤.建构有效衔接的大中小学体育教材内容体系的必要性[J].体育学刊,2011,18(6):91-93.
[4] 潘绍伟.体育教育专业与中小学体育脱节问题之我见[J].中国学校体育,2012(4).
[5] 庄弼.我国中小学体育教材建设发展初探[J].体育教学,2008(12):10-12.
[6] 张晓林,陈新键,毛振明.我国大中小学体育课程有效衔接现存问题及改进思路[J].武汉体育学院学报,2015,49(2):78-83.
[7] 毛振明.对体育课程一体化改革方向的整体性思考[J].中国学校体育,2018(9).
[8] 尹军.对大中小(幼)一体化体育课程体系建设的认识与思考[J].中国学校体育,2018(9).
[9] 于素梅.构建“一体化”课程体系发挥“大学科”领航作用[J].中国学校体育,2018(9).
[10] 毛振明.对建立有中国特色体育课程和体育教材体系的探讨[J].广州体育学院学报,2002(3):86-87.
[11] 毛振明.体育课程与教材新论[M].沈阳:辽宁大学出版社,2001.