普通中小学大课间体育活动探索
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摘要
现在的青少年学生多为独生子女,他们极少参加体力劳动和体育运动,缺少吃苦耐劳的准备和精神,不少人沉迷于网络游戏和看电视等相对静止的活动中不能自拔,这种生活方式和态度,导致青少年体质越来越差。
除了学习压力大,学生和家长不重视体育锻炼之外,中小学校体育教学受场地和运动器材的限制,使得体育活动难以开展,也使学生体质不断下降。大课间体育活动是《体育与健康》课程所倡导的在课间操基础上发展和创造的一种学校体育新的组织形式。以徒手操为主,创编操、专业操、集体舞等为辅,配以游戏、竞赛等各种小型体育活动。还可与文化、艺术等多学科整合,并以音乐相烘托,为学生营造多种氛围,增加多方位熏染,提高学生的综合素养,培养学生的综合能力。
本文采用文献资料法、访谈法、调查法、数据统计法、逻辑学分析法等多种方法,对这种新的体育活动所进行的一种积极探索,目的是探索其特点和规律、程序与规则、模式与方法,以期更好地发挥大课间体育的作用,提高其效益。研究结果显示:
第一,大课间体育活动是近几年在传统课间操基础上蓬勃发展起来的一种学校新的体育组织形式,与传统课间操相比,大课间体育活动时间长,活动内容多,形式活,练习强度适宜,它不仅可以对学生紧张的学习起调剂作用,而且对学生身心健康有明显的实效。它具有目标的多重性、内容的拓展性、形式的可变性、管理的协调性、过程的可控性、评价的多元性等特征。
第二,传统课间体育活动主要有时间较短、形式呆板、效果较差等弊端。
第三,大课间体育活动实施过程中也暴露出来一些问题,如:组织管理尚未系统化,资金短缺,组织者的培训与交流缺失等。
第四,大课间体育活动的实施要抓住规范性、多样性、科学性、创新性、合作性、全体性、主体性和趣味性等特点,同时要遵循安全原则、创新原则、科学原则、教育原则、整体原则、因地制宜原则以及规范与灵活相结合的原则。组织室外大课间体育活动要优化一定的结构和模式。室内的大课间体育活动也有很多类型。在行动研究中我们发现:大课间体育活动需要在实践中完善,要构建大课间体育活动课程,要对大课间体育活动课加强管理。同时我们也总结了一些经验,对开展大课间体育活动可能出现的问题提出了应对的策略。
Nowadays, most of teenage students, as only child of a family, seldom take part in physical work or sports activities, lacking the readiness and spirit to bear hardships. A large part of them are even obsessed with quiet activities such as online games and watching TV. This way of life and attitude result in the growing weakness of the teenagers' physical condition.
It is hard to hold sports activities due to the limitation of fields and equipment of middle and primary schools besides the pressure of entrance examination and the disregard of students and parents on physical exercises, which leads to the weakness of students' bodies. The sports activities during long break, as the Physical Education and Health Curriculum calls for, is a new organization form of school PE created and developed on the base of the exercises during break. Its advantages lie in long time of activity, variety of contents, flexibility of organization form, fitness of intensity and the main form of free-hand exercise assisted by choreographing exercises, professional exercise and group dancing and attached with small sports activities such as games and competitions. It can also be integrated with culture and art and foiled by the music, which will create various environments to increase multiple influences and improve the comprehensive quality and ability of students.
This Paper carried out a kind of positive survey to this new sport with methods of document analyses, interview, investigation, statistical, logic etc. The goal is exploring its characteristic and the rule、the procedure and the rule, the pattern and the method, displaying the enlarged class well by the time the sports function, raises its benefit. The results of the study indicates that:
First, physical activity with long-break is one kind of school new sports configuration of organization with the vigorous development on foundation of the traditional gymnastic exercises in recent years, compares with the traditional gymnastic exercises, the time physical activity with long-break is longer, the active content are more, the forms is liver, practice intensity is suitable, it not only may fill a prescriptive function to the student intense study, moreover the student physical and moral integrity has the obvious actual effect. It has the multiple goals , the extendibility of content, the variability of form, the cooperative characteristics of management process adjustable, appraisal polytrophic and so on.
Second, the traditional gymnastic exercises mainly have malpractices of the time to be short, the appraisal to be one-sided, the effect is bad and so on.
Third, the enlarged class in the sports implementation process also exposes some questions, for example: The content is monotonous, the form is unitary, the organization manages not yet systematizes, fund shortage, organizer's training few and so on.
Fourth, implementation of physical activity with long-break should be attached great importance to as standardized and complex nature, scientific and innovative nature, cooperative and integrative nature, and subjective and interesting nature. Some principles should be followed such as safety principle, innovation principle, scientific principle, teaching principle, integrate principle, principle of adjusting measures to local conditions and principle of integrating standard and flexibility. There should be certain structure and pattern for the outdoor activities and many types of indoor activities during long break. In the behavioral research, it is found that the activities should be improved in practice, the curriculum should be build up and management should be strengthened. Some experiences have also been summed up to provide relative strategies for the possible problems in physical activity with long-break.
除了学习压力大,学生和家长不重视体育锻炼之外,中小学校体育教学受场地和运动器材的限制,使得体育活动难以开展,也使学生体质不断下降。大课间体育活动是《体育与健康》课程所倡导的在课间操基础上发展和创造的一种学校体育新的组织形式。以徒手操为主,创编操、专业操、集体舞等为辅,配以游戏、竞赛等各种小型体育活动。还可与文化、艺术等多学科整合,并以音乐相烘托,为学生营造多种氛围,增加多方位熏染,提高学生的综合素养,培养学生的综合能力。
本文采用文献资料法、访谈法、调查法、数据统计法、逻辑学分析法等多种方法,对这种新的体育活动所进行的一种积极探索,目的是探索其特点和规律、程序与规则、模式与方法,以期更好地发挥大课间体育的作用,提高其效益。研究结果显示:
第一,大课间体育活动是近几年在传统课间操基础上蓬勃发展起来的一种学校新的体育组织形式,与传统课间操相比,大课间体育活动时间长,活动内容多,形式活,练习强度适宜,它不仅可以对学生紧张的学习起调剂作用,而且对学生身心健康有明显的实效。它具有目标的多重性、内容的拓展性、形式的可变性、管理的协调性、过程的可控性、评价的多元性等特征。
第二,传统课间体育活动主要有时间较短、形式呆板、效果较差等弊端。
第三,大课间体育活动实施过程中也暴露出来一些问题,如:组织管理尚未系统化,资金短缺,组织者的培训与交流缺失等。
第四,大课间体育活动的实施要抓住规范性、多样性、科学性、创新性、合作性、全体性、主体性和趣味性等特点,同时要遵循安全原则、创新原则、科学原则、教育原则、整体原则、因地制宜原则以及规范与灵活相结合的原则。组织室外大课间体育活动要优化一定的结构和模式。室内的大课间体育活动也有很多类型。在行动研究中我们发现:大课间体育活动需要在实践中完善,要构建大课间体育活动课程,要对大课间体育活动课加强管理。同时我们也总结了一些经验,对开展大课间体育活动可能出现的问题提出了应对的策略。
Nowadays, most of teenage students, as only child of a family, seldom take part in physical work or sports activities, lacking the readiness and spirit to bear hardships. A large part of them are even obsessed with quiet activities such as online games and watching TV. This way of life and attitude result in the growing weakness of the teenagers' physical condition.
It is hard to hold sports activities due to the limitation of fields and equipment of middle and primary schools besides the pressure of entrance examination and the disregard of students and parents on physical exercises, which leads to the weakness of students' bodies. The sports activities during long break, as the Physical Education and Health Curriculum calls for, is a new organization form of school PE created and developed on the base of the exercises during break. Its advantages lie in long time of activity, variety of contents, flexibility of organization form, fitness of intensity and the main form of free-hand exercise assisted by choreographing exercises, professional exercise and group dancing and attached with small sports activities such as games and competitions. It can also be integrated with culture and art and foiled by the music, which will create various environments to increase multiple influences and improve the comprehensive quality and ability of students.
This Paper carried out a kind of positive survey to this new sport with methods of document analyses, interview, investigation, statistical, logic etc. The goal is exploring its characteristic and the rule、the procedure and the rule, the pattern and the method, displaying the enlarged class well by the time the sports function, raises its benefit. The results of the study indicates that:
First, physical activity with long-break is one kind of school new sports configuration of organization with the vigorous development on foundation of the traditional gymnastic exercises in recent years, compares with the traditional gymnastic exercises, the time physical activity with long-break is longer, the active content are more, the forms is liver, practice intensity is suitable, it not only may fill a prescriptive function to the student intense study, moreover the student physical and moral integrity has the obvious actual effect. It has the multiple goals , the extendibility of content, the variability of form, the cooperative characteristics of management process adjustable, appraisal polytrophic and so on.
Second, the traditional gymnastic exercises mainly have malpractices of the time to be short, the appraisal to be one-sided, the effect is bad and so on.
Third, the enlarged class in the sports implementation process also exposes some questions, for example: The content is monotonous, the form is unitary, the organization manages not yet systematizes, fund shortage, organizer's training few and so on.
Fourth, implementation of physical activity with long-break should be attached great importance to as standardized and complex nature, scientific and innovative nature, cooperative and integrative nature, and subjective and interesting nature. Some principles should be followed such as safety principle, innovation principle, scientific principle, teaching principle, integrate principle, principle of adjusting measures to local conditions and principle of integrating standard and flexibility. There should be certain structure and pattern for the outdoor activities and many types of indoor activities during long break. In the behavioral research, it is found that the activities should be improved in practice, the curriculum should be build up and management should be strengthened. Some experiences have also been summed up to provide relative strategies for the possible problems in physical activity with long-break.
引文
[1]门丽,HUIM-Clark,吴加利.美国青少年体育发展现状给我国学校体育带来的启小[J].沈阳体育学院学报,2006年6月.
[2]俞爱玲.加拿大学校“高质量的日常体育活动计划”的启示[J].体育学刊,2006年2月.
[3]陶文建,林志浩.推进索质教育落实学生每天一小时体育活功的探究[J].体育师友,2005年第4期.
[1]哀建刚,钱建龙.“一小时体育活动”对学生身自影响效果的比较分析[J].湖北体育科技,1999年第2期.
[2]凌响超.“1小时体育活功”对初一学生身心健康影响效果的实验研究赶[J].体育科技,2003年第3期.
[3]杨放,何江川.广西普通中学体育整体化改革实验研究[J].广西民族学院学报,2005年第4期.
[4]王德富.让大课间操成为“保证学生每天锻炼一小时”的主要途径[J].体育教学,2004年第3期.
[5]方美琼.学生体育锻炼方案探索[J].少年体育训练,2005年第5期.
[6]马宁.重新审视课外体育锻炼在学校体育中的地位[J].体育学刊,2006年第1期.
[1]魏继宝,刘月真,宫鑫.“安全隐患”岂能归咎于“体育活动”[J].中国学校体育,2006年第4期
[1]曲宗湖.构建大课间体育活动[N].中国教育报.第3版,2001.6.23
[2]曲宗湖.素质教育与学校体育整体改革研究成果论文集[C],2005.8
[3]季浏、胡增荦主编.体育教育展望[M].上海:华东师范大学出版社,2001.12
[4]教育部制定.普通高中体育与健康课程标准(实验)[S].北京:人民教育出版社,2003.4
[5]全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京:人民教育出版社,2001
[6]教育部制定.体育(1~6年级)体育与健康(7~12年级)课程标准(实验稿)[S].北京师范大学出版社,2001.7
[7]李晓佳.学校体育活动形式的新尝试-大课间体育活动[J].北京:中国学校体育,1999.4
[8]张海平、王屹川.大课间体育活动的实践研究[J].体育科研,2002.9
[9]唐日伟.对学校大课间体育活动的探讨.中小学教学研究.2000.2
[10]张蕾.关于构建大课间体育活动课程的若干思考[J].安徽体育科技,2003.6
[11]朱林华.浅谈学校体育与校风建设[J].安徽体育科技,1998.4
[12]曲宗湖、杨文轩主编.现代社会与学校体育[J].北京:人民体育出版社,1998.8
[13]吴刚平著.校本课程开发[M].成都:四川教育出版社,2002.10
[14]陈玉坤等著.课程改革与课程评价[M].北京:教育科学出版社,2001.5
[15]门秀萍编著.中小学校本课程开发的理论与实践[M]北京:开明出版社,2003.4
[16]李小伟.别让体育成为“花拳绣腿”[N]《中国教育报》,2005.10.8第2版
[17]邬志辉、张培.创新教育概念定位与变革[C].东北师范大学教育科学学院
[18]孙立群、应承龙.以爱育爱素质教育新路径[J].大教育时代,2000.12
[19]向阳.学校课间(操)体育活动存在的的问题及改革思路[J].广州:体育学刊,2002.7
[20]吴淑春.一天两个大课间[J].北京:中国学校体育,2001.5
[21]常毅臣、周红梅.浅析体育活动课程的属性实施与评价[N].甘肃联合大学学报,2004.7
[22]曲宗湖、王龙龙.大课间体育活动的设计与开发[C].北京:人民体育出版社,2005.5
[23]俞暄一.浅谈体育在校风建设中的作用[N].江苏:常州工业技术学院学报(综合版),1998.10
[24]洪焕珍.论体育教学中的双主体[J].山东体育科技,1999.922
[25]黄利民.课间体育活动素质教育的杠杆[J].河北教育
[26]顾渊彦、凌平主编.域外学校体育传真[N].北京:人民体育出版社,1999
[27]李建平.聚集新课程[C].北京:首都师范大学出版社,2002
[28]基础教育课程,课间文化亟待开发的课程资源.2004.2
[29][美]霍华德.加德纳.多元智能[M].江苏:新华出版社,2003
[30]曲宗湖、尚大光.素质教育与农村学校体育[J].贵州教育出版社,1998.8
[31]曲宗湖、姚蕾.体育隐蔽课程的基本理论与实践,北京:人民体育出版社,2002.10
[32]阎勤、徐新伟.校本课程体育大课间活动的研究课题结题报告[R]
[33]许世岩、季浏等.怎样充分利用与挖掘体育与健康课程资源,http://www.121ty.cn
[2]俞爱玲.加拿大学校“高质量的日常体育活动计划”的启示[J].体育学刊,2006年2月.
[3]陶文建,林志浩.推进索质教育落实学生每天一小时体育活功的探究[J].体育师友,2005年第4期.
[1]哀建刚,钱建龙.“一小时体育活动”对学生身自影响效果的比较分析[J].湖北体育科技,1999年第2期.
[2]凌响超.“1小时体育活功”对初一学生身心健康影响效果的实验研究赶[J].体育科技,2003年第3期.
[3]杨放,何江川.广西普通中学体育整体化改革实验研究[J].广西民族学院学报,2005年第4期.
[4]王德富.让大课间操成为“保证学生每天锻炼一小时”的主要途径[J].体育教学,2004年第3期.
[5]方美琼.学生体育锻炼方案探索[J].少年体育训练,2005年第5期.
[6]马宁.重新审视课外体育锻炼在学校体育中的地位[J].体育学刊,2006年第1期.
[1]魏继宝,刘月真,宫鑫.“安全隐患”岂能归咎于“体育活动”[J].中国学校体育,2006年第4期
[1]曲宗湖.构建大课间体育活动[N].中国教育报.第3版,2001.6.23
[2]曲宗湖.素质教育与学校体育整体改革研究成果论文集[C],2005.8
[3]季浏、胡增荦主编.体育教育展望[M].上海:华东师范大学出版社,2001.12
[4]教育部制定.普通高中体育与健康课程标准(实验)[S].北京:人民教育出版社,2003.4
[5]全国课程专业委员会秘书处编.21世纪中国课程研究与改革[C].北京:人民教育出版社,2001
[6]教育部制定.体育(1~6年级)体育与健康(7~12年级)课程标准(实验稿)[S].北京师范大学出版社,2001.7
[7]李晓佳.学校体育活动形式的新尝试-大课间体育活动[J].北京:中国学校体育,1999.4
[8]张海平、王屹川.大课间体育活动的实践研究[J].体育科研,2002.9
[9]唐日伟.对学校大课间体育活动的探讨.中小学教学研究.2000.2
[10]张蕾.关于构建大课间体育活动课程的若干思考[J].安徽体育科技,2003.6
[11]朱林华.浅谈学校体育与校风建设[J].安徽体育科技,1998.4
[12]曲宗湖、杨文轩主编.现代社会与学校体育[J].北京:人民体育出版社,1998.8
[13]吴刚平著.校本课程开发[M].成都:四川教育出版社,2002.10
[14]陈玉坤等著.课程改革与课程评价[M].北京:教育科学出版社,2001.5
[15]门秀萍编著.中小学校本课程开发的理论与实践[M]北京:开明出版社,2003.4
[16]李小伟.别让体育成为“花拳绣腿”[N]《中国教育报》,2005.10.8第2版
[17]邬志辉、张培.创新教育概念定位与变革[C].东北师范大学教育科学学院
[18]孙立群、应承龙.以爱育爱素质教育新路径[J].大教育时代,2000.12
[19]向阳.学校课间(操)体育活动存在的的问题及改革思路[J].广州:体育学刊,2002.7
[20]吴淑春.一天两个大课间[J].北京:中国学校体育,2001.5
[21]常毅臣、周红梅.浅析体育活动课程的属性实施与评价[N].甘肃联合大学学报,2004.7
[22]曲宗湖、王龙龙.大课间体育活动的设计与开发[C].北京:人民体育出版社,2005.5
[23]俞暄一.浅谈体育在校风建设中的作用[N].江苏:常州工业技术学院学报(综合版),1998.10
[24]洪焕珍.论体育教学中的双主体[J].山东体育科技,1999.922
[25]黄利民.课间体育活动素质教育的杠杆[J].河北教育
[26]顾渊彦、凌平主编.域外学校体育传真[N].北京:人民体育出版社,1999
[27]李建平.聚集新课程[C].北京:首都师范大学出版社,2002
[28]基础教育课程,课间文化亟待开发的课程资源.2004.2
[29][美]霍华德.加德纳.多元智能[M].江苏:新华出版社,2003
[30]曲宗湖、尚大光.素质教育与农村学校体育[J].贵州教育出版社,1998.8
[31]曲宗湖、姚蕾.体育隐蔽课程的基本理论与实践,北京:人民体育出版社,2002.10
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