论运动乐趣在体育课堂中的迷失与回归
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摘要
体育虽然源于追求乐趣的运动文化,但它已同这个文化渐行渐远。原因是当运动变成体育教育后,在很大程度上失去了运动自发性和自主性、失去小群体的体育亲友集体、失去了激烈的比赛、失去了深入系统的训练、失去了竞争与表现的机会、失去了运动的非功利性等等。体育学习丧失运动乐趣的背后,还有体育课程教学的非科学化因素、体育教师教学能力与教学风格偏误的因素以及学校体育发展条件制约等负面因素的影响。体育教育人为了实现有魅力和充满乐趣的体育课程教学,做出了各种努力,这些努力可以归纳为大概四个思路和方法体系:即以教材游乐化和方法温情化为主线的快乐体育理论与实践、以保障学习自主性和创设各种挑战情景为主线的快乐体育理论与实践、以让每个学生都获得成功为主线的快乐体育理论与实践以及以还原运动竞赛制度和乐趣为主线的快乐体育理论与实践,四个方法论各有长处,但也有缺陷。文章在此提出运动乐趣回归体育课堂的5个途径:课程教程科学化的方略与工作、教学选项专项化的方略与工作、运动项目教材化的方略与工作、技能教学游戏化的方略与工作以及竞赛联赛课堂化的方略与工作等。
Many primary and middle school students say, "we like sports, but we do not like physical education class,which puzzles PE educators in both primary and secondary schools, and also questions the PE teaching content and methodology, and even questions the function and value of PE. Although PE originated in the sports culture of pursuing fun, it has been further away from this culture. The reason is when sports become physical education, it has, to a large extent, lost the spontaneity and autonomy of sports and small groups of friends and family sporting, and it has also lost fierce match and thorough systematic training, and the opportunities for competition and performance and non-utilitarian nature of sports and so on. The reason why PE learning has lost sports fun also includes non-scientific factors in PE teaching and biases towards PE teachers' teaching ability and teaching style, and the restricted development condition of school physical education. PE educators have made great efforts to achieve attractive and funny PE teaching. These efforts can be roughly summed up as four ideas and methods: theory and practice of happy physical education based on teaching material amusement and teaching methods; theory and practice of happy physical education to ensure learning initiative and create various challenges; theory and practice of happy physical education to make every student succeed; theory and practice of happy physical education to restore sports competition system and sports fun. The four methodologies have both advantages and defects.This article puts forward five ways to return sports fun to PE class: strategy and practice of scientific curriculum; strategy and practice of teaching options specialization; strategy and work of teaching materialization for sports events; strategy and practice of game playing in skill teaching; strategy and practice of classroom competition and so on.
Many primary and middle school students say, "we like sports, but we do not like physical education class,which puzzles PE educators in both primary and secondary schools, and also questions the PE teaching content and methodology, and even questions the function and value of PE. Although PE originated in the sports culture of pursuing fun, it has been further away from this culture. The reason is when sports become physical education, it has, to a large extent, lost the spontaneity and autonomy of sports and small groups of friends and family sporting, and it has also lost fierce match and thorough systematic training, and the opportunities for competition and performance and non-utilitarian nature of sports and so on. The reason why PE learning has lost sports fun also includes non-scientific factors in PE teaching and biases towards PE teachers' teaching ability and teaching style, and the restricted development condition of school physical education. PE educators have made great efforts to achieve attractive and funny PE teaching. These efforts can be roughly summed up as four ideas and methods: theory and practice of happy physical education based on teaching material amusement and teaching methods; theory and practice of happy physical education to ensure learning initiative and create various challenges; theory and practice of happy physical education to make every student succeed; theory and practice of happy physical education to restore sports competition system and sports fun. The four methodologies have both advantages and defects.This article puts forward five ways to return sports fun to PE class: strategy and practice of scientific curriculum; strategy and practice of teaching options specialization; strategy and work of teaching materialization for sports events; strategy and practice of game playing in skill teaching; strategy and practice of classroom competition and so on.
引文
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[3] J.胡伊青加.人:游戏者(第二版)[M].成穷,译.贵州:贵州人民出版社,2007:78.
[4] カイヨワ著,多田道太郎·塚崎幹夫訳.遊びと人間[M].東京:講談社,1971:41-42.
[5] SIEDENTOP D.Sport education:a retrospective.[J].Journal of Teaching in Physical Education,2002,21(4):409-418.
[6] SIEDENTOP D,HASTIE P A,HANS V D M.Complete guide to Sport education:[M].Human Kinetics,2004:162.
[7] 出原泰明.体育的学习集团论[M].东京:明治图书,1986:48.
[8] 毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2004:67.
[9] 毛振明,圆山和夫.日本学校体育关键词100.[M].北京:高等教育出版社,2005:72.
[10] 影山健.从运动到TROPS[M].名古屋:风媒社,1988:128.
[11] 毛振明,杨多多.《“健康中国2030”规划纲要》与学校体育改革施策(1)[J].武汉:武汉体育学院学报,2018(3):5-10.
[2] 毛振明.追求科学的体育教学[M].北京:高等教育出版社,1999:26.
[3] J.胡伊青加.人:游戏者(第二版)[M].成穷,译.贵州:贵州人民出版社,2007:78.
[4] カイヨワ著,多田道太郎·塚崎幹夫訳.遊びと人間[M].東京:講談社,1971:41-42.
[5] SIEDENTOP D.Sport education:a retrospective.[J].Journal of Teaching in Physical Education,2002,21(4):409-418.
[6] SIEDENTOP D,HASTIE P A,HANS V D M.Complete guide to Sport education:[M].Human Kinetics,2004:162.
[7] 出原泰明.体育的学习集团论[M].东京:明治图书,1986:48.
[8] 毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2004:67.
[9] 毛振明,圆山和夫.日本学校体育关键词100.[M].北京:高等教育出版社,2005:72.
[10] 影山健.从运动到TROPS[M].名古屋:风媒社,1988:128.
[11] 毛振明,杨多多.《“健康中国2030”规划纲要》与学校体育改革施策(1)[J].武汉:武汉体育学院学报,2018(3):5-10.