体育教育专业体育技术教学改革新思路
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摘要
本研究以系统思维为指导思想,针对体育教育专业人才培养问题,提出了"教训并重,以赛引领,赛考结合"的体育技术教改新思路。教训并重是指改变原来体育技术教学中"有教无训"的教学模式,把训练作为教学的有机组成要素,作为体育技术教学的重要手段和方法,使体育技术的教学和训练有机结合,做到"教中有训,训中有教"。以赛引领是指改变原来体育技术教学中"有教无赛"的教学模式,把竞赛同训练一样视为教学的有机组成要素,作为体育技术教学的重要手段和方法,使竞赛和课堂的教学、训练有机结合,以竞赛来引领学生的体育技术学习。"赛考结合"是指将竞赛和学生课程技术成绩挂钩,完善教学管理。学生课程技术考核总成绩由基本技术考核成绩、参赛考核成绩、组织赛事考核成绩等三部分构成。
Guided by system thinking, this study put forward a new idea of "equal emphasis on teaching and training, led by contest, combination of contest and test" on the cultivation of Physical Education Majors. The idea of equal emphasis on teaching and training is to change the original learning pattern to learn the skills by teaching, to integrate skills of teaching and training, training in teaching, teaching in training. The idea led by contest is to connect contest with lesson on skills teaching and training, leading the students to consolidate and improve students' sports skills. The idea of combination of contest and test refers to the student technical score linked to contest, there are three parts of the basic technical assessment scores, the results to take part in contest and lead contest, and the results to organize contest.
Guided by system thinking, this study put forward a new idea of "equal emphasis on teaching and training, led by contest, combination of contest and test" on the cultivation of Physical Education Majors. The idea of equal emphasis on teaching and training is to change the original learning pattern to learn the skills by teaching, to integrate skills of teaching and training, training in teaching, teaching in training. The idea led by contest is to connect contest with lesson on skills teaching and training, leading the students to consolidate and improve students' sports skills. The idea of combination of contest and test refers to the student technical score linked to contest, there are three parts of the basic technical assessment scores, the results to take part in contest and lead contest, and the results to organize contest.
引文
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[8] 教育部高等学校体育教学指导委员会. 高等学校体育学类本科专业教学质量国家标准[S].2014.
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[11] 熊华生. 论教育是一门艺术[J].教育研究与实验,1991(2):21.
[2] 李全生,高鹏,仓海. 泛体育教育观——基于全面发展教育理论的学生体质问题研究[J]. 北京体育大学学报,2016(4):96-100.
[3] 陈万红. 我国学校体育教学指导思想的历史嬗变与反思[J]. 体育文化导刊,2015(3):127-130.
[4] 王伟红. 新时期的体育教学实践——评《体育教育学》[J]. 中国教育学刊,2016(11):113.
[5] 林霖. 我国学校体育课程制度改革的路径研究[J]. 体育文化导刊,2015(1):140-143.
[6] 康建敏,周静,刘振忠. 新形势下体育专业大学生思想文化教育策略研究[J]. 教育与职业,2015(9):118-120.
[7] 谢培山. 高校体育教育与体育文化的融合研究——评《体育教育与文化》[J]. 教育发展研究,2016(12):85.
[8] 教育部高等学校体育教学指导委员会. 高等学校体育学类本科专业教学质量国家标准[S].2014.
[9] 方宝璋. 社会科学应用方法论[M].北京:经济日报出版社,2008:129-130.
[10] 殷鼎. 理解的命运[M].北京:生活·读书· 新知三联书店,1988:27.
[11] 熊华生. 论教育是一门艺术[J].教育研究与实验,1991(2):21.