体育学学科基础课程设置研究
|
摘要
目的:探讨涵盖体育学各专业大学生都能接受的本学科领域的通识教育课程(体育学学科基础课)设置。方法:采用德尔菲法对全国15所体育院校70名专家进行两轮函询并进行数理统计分析。结果:围绕培养合格"体育人"目标,阐述了体育学学科基础课的内涵,并讨论其客观构成。结论:经卡方检验有统计学意义的两轮Kendall’s W值,保障了两轮调查结果的一致性程度;课程设置的科学性则由专家对组成体育学学科基础课程的各门课程的重要性赋值得分及其变异系数保证(得分最小值为4.46,远大于3.50;变异系数最大为0.13,远小于0.25)。最终得到的包含7门主要课程的"体育学学科基础课",为"宽口径、跨专业、跨学科"的体育院校本科专业综合改革提供了理论与实践支持。
Objective:Explore the course setting of general education that can cover all sports majors and all sports students can receive.Methods:Use Delphi method to make two rounds consults through mail to seventy physical education experts,and make mathematical statistics analysis.Results:Describe the connotation of basic courses of sports and discuss its objective constitution around the target to train qualified"sports people".Conclusion:The two rounds of Kendall's W value with statistical significance tested by chi-square can ensure the consistency of the findings of two rounds investigation;the scientificalness can be shown by the scores which are given by the experts according to the importance of the basic courses and by coefficient of variation(minimum score is 4.46,much larger than 3.50;maximum coefficient of variation is 0.13,much less than 0.25).Finally seven major courses in the sports discipline are concluded.It provides theoretical and practical support for the comprehensive reform of undergraduate majors in sports colleges with characteristics of"wide scope of knowledge,cross-major,cross-discipline".
Objective:Explore the course setting of general education that can cover all sports majors and all sports students can receive.Methods:Use Delphi method to make two rounds consults through mail to seventy physical education experts,and make mathematical statistics analysis.Results:Describe the connotation of basic courses of sports and discuss its objective constitution around the target to train qualified"sports people".Conclusion:The two rounds of Kendall's W value with statistical significance tested by chi-square can ensure the consistency of the findings of two rounds investigation;the scientificalness can be shown by the scores which are given by the experts according to the importance of the basic courses and by coefficient of variation(minimum score is 4.46,much larger than 3.50;maximum coefficient of variation is 0.13,much less than 0.25).Finally seven major courses in the sports discipline are concluded.It provides theoretical and practical support for the comprehensive reform of undergraduate majors in sports colleges with characteristics of"wide scope of knowledge,cross-major,cross-discipline".
引文
[1]蔡映.高校通识教育课程设置的问题及改革对策[J].高等教育研究,2004(6):76-79.
[2]韦家朝.宾夕法尼亚大学通识教育课程改革及其启示[J].现代教育管理,2011(4):126-128.
[3]李忆湘,刘小翔.高校体育教育专业通识教育课程目标及内容体系构建[J].天津体育学院学报,2005(6):99-101.
[4]赵栩博,石宝鸿,张洪顺.休闲体育专业课程设置的思考——现代、后现代课程观融合的视角[J].沈阳体育学院学报,2011(1):141-142.
[5]王斌,周绍忠,马红宇.我国体育学科硕士研究生培养课程体系改革研究[J].天津体育学院学报,2001(1):59-61.
[6]卢亮球,高鸿辉,张忠林.中美体育学博士研究生主要研究方向及课程设置比较研究[J].成都体育学院学报,2005(6):68-71.
[7]贾秀春.对“体育”概念演变历程的剖析[J].河北体育学院学报,2013(2):1-4.
[8]宋旭,游永豪,汪辉,等.“体育强国”战略环境中应用型体育本科人才培养研究[J].河北体育学院学报,2013(5):37-39.
[9]杨文轩,陈琦,周爱光,等.体育原理课程改革的探索与实践[J].体育学刊,2004(3):1-4.
[10]理查德·L·达夫特.管理学[M].5版.北京:机械工业出版社,2005.
[11]宋娜梅.中国近现代运动训练学理论体系的演化过程[J].沈阳体育学院学报,2013(4):114-117.
[12]龙斌.体育院校运动训练学通用教材不同版本的比较研究[J].武汉体育学院学报,2009(10):60-64,80.
[13]刘淑慧.体育心理学[M].北京:高等教育出版社,2005.
[2]韦家朝.宾夕法尼亚大学通识教育课程改革及其启示[J].现代教育管理,2011(4):126-128.
[3]李忆湘,刘小翔.高校体育教育专业通识教育课程目标及内容体系构建[J].天津体育学院学报,2005(6):99-101.
[4]赵栩博,石宝鸿,张洪顺.休闲体育专业课程设置的思考——现代、后现代课程观融合的视角[J].沈阳体育学院学报,2011(1):141-142.
[5]王斌,周绍忠,马红宇.我国体育学科硕士研究生培养课程体系改革研究[J].天津体育学院学报,2001(1):59-61.
[6]卢亮球,高鸿辉,张忠林.中美体育学博士研究生主要研究方向及课程设置比较研究[J].成都体育学院学报,2005(6):68-71.
[7]贾秀春.对“体育”概念演变历程的剖析[J].河北体育学院学报,2013(2):1-4.
[8]宋旭,游永豪,汪辉,等.“体育强国”战略环境中应用型体育本科人才培养研究[J].河北体育学院学报,2013(5):37-39.
[9]杨文轩,陈琦,周爱光,等.体育原理课程改革的探索与实践[J].体育学刊,2004(3):1-4.
[10]理查德·L·达夫特.管理学[M].5版.北京:机械工业出版社,2005.
[11]宋娜梅.中国近现代运动训练学理论体系的演化过程[J].沈阳体育学院学报,2013(4):114-117.
[12]龙斌.体育院校运动训练学通用教材不同版本的比较研究[J].武汉体育学院学报,2009(10):60-64,80.
[13]刘淑慧.体育心理学[M].北京:高等教育出版社,2005.