将户外体验式培训引入高校体育选项课的理论研究
|
摘要
“体验式培训”是基于现代教育理论,吸收教育心理学,管理心理学和组织行为学等相关学科成果,针对现代人的工作特点和现代组织的特征而开发的一种新的学习方式。户外体验式培训是体验式培训的主要内容之一,它是在大自然中通过户外活动的形式,利用种种典型场景和活动方式有针对性的设计一些项目,让参训者在应对挑战时磨练意志、熔炼团队、陶冶情操、完善人格的一种培训方式。户外体验式培训自从1995年引入中国大陆以来以其独特的形式和良好的效果已经被越来越多的企业所接受和认同并列入培训计划,成为企业进行人力资源开发和团队建设的有效方式。近年来,户外体验式培训也引起了高校体育界的关注,纷纷讨论如何将户外体验式培训纳入高校公共体育课。
随着社会的不断进步,知识经济的发展,人才市场的竞争日趋激烈,国家的建设,社会的进步对大学生的要求越来越高,仅仅拥有健康的体魄已不足以满足日益激烈的竞争的需要,良好的心理素质、优良的团队意识、吃苦耐劳的品质更加重要,目前初步发展的户外体验式培训正是顺应体育教学改革发展的一个较好的补充。户外体验式培训是以体能活动为引导、以心理挑战为重点、以完善人格为目的;它将体育活动与社会、自然、环境融合在一起,对大学生的身体健康尤其是心理健康、社会适应等综合素质的提高有很好的锻炼价值。把户外体验式培训引入高校体育选项课体现了现代教育理念,使体育课走向生活、走进生态、深入社会,拓展了高校体育教学内容,完善了高校体育教学方法,有利于高校校本课程的开发,充分体现“健康第一”的教育思想,是大学生进行素质教育的新课堂。
本文以户外体验式培训和高校体育课之间的关系为研究对象,大胆提出“将户外体验式培训引入到高校体育课”的假设。本文做了大量的研究、调查、分析和论证,应用文献资料法、问卷调查法、专家访谈法、数理统计法、逻辑分析法等多种研究方法,最后得出结论,户外体验式培训引入到高校体育课是可能的,必要的,可行的,并且利用本人曾经是户外体验式培训师和体育专业研究生的独特优势建立了一套适合高校的户外体验式培训课课程体系。
Based on modern education theories and achievements form related subjects like Educational Psychology, Management Psychology and Organizational Behavior, experiential training is a new way of learning developed in accordance with features of how people work and how groups are organized nowadays. As an essential component of experiential training, outward bound is carried out in the form of outdoor activities in nature. In light of typical modes and styles of activities, some outward programs are purposefully designed with an aim to help participants strengthen minds, build teams, mould temperaments, and perfect personality when they are in the face with challenges. Due to its unique form and good effects, outward experiential training has been increasingly accepted, acknowledged and utilized by enterprises over the years, since it was introduced into mainland China in 1995. It has been playing an effective role in human resources development and team building. In addition to enterprises, recent years also witness attention to outward bound from the circle of college physical education (PE), where people are discussing how to incorporate outward experiential training into general PE courses in colleges.
With the advancing of society and development of knowledge-based economy, job market is becoming ever more competitive. Moreover, national construction and social progress make increasing demands on college students. Physical fitness, therefore, is insufficient to satisfy the more and more furious competition. Instead, a good psychological quality, team awareness, and preparedness to endure hardships are of greater significance. The initial development of outward experiential training conforms to the trend of PE reform in higher education to which the former serves as a fairly good complement. By physical activities, participants are guided into outward experiential training programs which emphasize on psychological challenge and aim at perfecting their personality. Integrating physical activities with society, nature and environment, outward experiential training is of great value in building up college students’physical strength, especially willpower and also in improving their comprehensive qualities, like promoting their adaptability in society. College PE teaching will be led to head for real life, move towards ecology and plunge into society through incorporating outward bound in College PE elective courses, which embodies modern education philosophy. In this sense, not only college PE teaching contents are expanded, teaching methods are perfected, but also the incorporation benefits college course exploration and fully embodies the education philosophy of“Health Comes First”. In short, outward bound will be a fresh area to practice quality-oriented education
The relation of outward bound and college PE courses serves as the object of the current study, in which a bold hypothesis is put forward--It is feasible to introduce outward bound
随着社会的不断进步,知识经济的发展,人才市场的竞争日趋激烈,国家的建设,社会的进步对大学生的要求越来越高,仅仅拥有健康的体魄已不足以满足日益激烈的竞争的需要,良好的心理素质、优良的团队意识、吃苦耐劳的品质更加重要,目前初步发展的户外体验式培训正是顺应体育教学改革发展的一个较好的补充。户外体验式培训是以体能活动为引导、以心理挑战为重点、以完善人格为目的;它将体育活动与社会、自然、环境融合在一起,对大学生的身体健康尤其是心理健康、社会适应等综合素质的提高有很好的锻炼价值。把户外体验式培训引入高校体育选项课体现了现代教育理念,使体育课走向生活、走进生态、深入社会,拓展了高校体育教学内容,完善了高校体育教学方法,有利于高校校本课程的开发,充分体现“健康第一”的教育思想,是大学生进行素质教育的新课堂。
本文以户外体验式培训和高校体育课之间的关系为研究对象,大胆提出“将户外体验式培训引入到高校体育课”的假设。本文做了大量的研究、调查、分析和论证,应用文献资料法、问卷调查法、专家访谈法、数理统计法、逻辑分析法等多种研究方法,最后得出结论,户外体验式培训引入到高校体育课是可能的,必要的,可行的,并且利用本人曾经是户外体验式培训师和体育专业研究生的独特优势建立了一套适合高校的户外体验式培训课课程体系。
Based on modern education theories and achievements form related subjects like Educational Psychology, Management Psychology and Organizational Behavior, experiential training is a new way of learning developed in accordance with features of how people work and how groups are organized nowadays. As an essential component of experiential training, outward bound is carried out in the form of outdoor activities in nature. In light of typical modes and styles of activities, some outward programs are purposefully designed with an aim to help participants strengthen minds, build teams, mould temperaments, and perfect personality when they are in the face with challenges. Due to its unique form and good effects, outward experiential training has been increasingly accepted, acknowledged and utilized by enterprises over the years, since it was introduced into mainland China in 1995. It has been playing an effective role in human resources development and team building. In addition to enterprises, recent years also witness attention to outward bound from the circle of college physical education (PE), where people are discussing how to incorporate outward experiential training into general PE courses in colleges.
With the advancing of society and development of knowledge-based economy, job market is becoming ever more competitive. Moreover, national construction and social progress make increasing demands on college students. Physical fitness, therefore, is insufficient to satisfy the more and more furious competition. Instead, a good psychological quality, team awareness, and preparedness to endure hardships are of greater significance. The initial development of outward experiential training conforms to the trend of PE reform in higher education to which the former serves as a fairly good complement. By physical activities, participants are guided into outward experiential training programs which emphasize on psychological challenge and aim at perfecting their personality. Integrating physical activities with society, nature and environment, outward experiential training is of great value in building up college students’physical strength, especially willpower and also in improving their comprehensive qualities, like promoting their adaptability in society. College PE teaching will be led to head for real life, move towards ecology and plunge into society through incorporating outward bound in College PE elective courses, which embodies modern education philosophy. In this sense, not only college PE teaching contents are expanded, teaching methods are perfected, but also the incorporation benefits college course exploration and fully embodies the education philosophy of“Health Comes First”. In short, outward bound will be a fresh area to practice quality-oriented education
The relation of outward bound and college PE courses serves as the object of the current study, in which a bold hypothesis is put forward--It is feasible to introduce outward bound
引文
[1]金钦昌.学校体育学[M].北京:高等教育出版社,1985.5.
[2]李 祥.学校体育学[M].北京:高等教育出版社,2001.6.
[3]陈旭远.课程与教学论[M].长春:东北师范大学出版社,2002.7.
[4]柳海民.教育原理[M].长春:东北师范大学出版社,2000.7.
[5]吴立岗.现代教学论基础[M].南宁:广西教育出版社,2001.1.
[6]吴志超.现代教学论与体育教学[M].北京:人民体育出版社,1993.6.
[7]毛振明.体育教学科学化探索[M].北京:高等教育出版社,1999.6.
[8]毛振明.探索成功的体育教学[M].北京:北京体育大学出版社,2001.7.
[9]曲宗湖.学校体育教学探讨[M].北京:人民教育出版社,1999.4.
[10]赖天德.学校体育改革热点探究[M].北京:北京体育大学出版社,2003.1.
[11]龚正伟.学校体育改革与发展论[M].北京:北京体育大学出版社,2002.4.
[12]季 浏.体育教育展望[M].北京:人民教育出版社,2001.12.
[13]毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2003.1.
[14]张志和.企业培训实物[M].广州:广东经济出版社 ,2001.9.
[15]曲宗湖.大学体育课程改革[M].北京:人民体育出版社,2004.11.
[16]扬文轩.体育学原理[M].广州:广东高等教育出版社,1996.9.
[17]龙佩林.大学体育与健康教育[M].北京:民族出版社,2001.6.
[18]毛振明.学校心理拓展训练[M].北京:北京体育大学出版社,2004.4.
[19]钟启泉.课程与教学论[M].上海:上海出版社,1998.9.
[20]刘永中.企业管理—户外体验式培训全案[M].广州:南海出版公司 ,2004.7.
[21]曲宗湖.体育课程导论[M].北京:人民教育出版社,2005.7.
[22]张力为.体育科学研究方法[M].北京:高等教育出版社,2002.1.
[23]樊临虎.体育教学论[M].北京:人民体育出版社,2002 .7.
[24]季 浏.体育与健康课程与教学论[M].杭州:浙江教育出版社,2003 .8.
[25]樊临虎.体育教学论[M].北京:人民体育出版社,2002 .7.
[26]宋金美.高校体育教育专业开设拓展训练课的理论分析与实践研究[D]:[硕士学位论文].开封:河南大学体育学院,2005.
[27]汪 洋.体验式培训企业的核心竞争力研究[D]:[硕士学位论文].北京:对外经济贸易大学 ,2004.
[28]徐 燕.拓展训练(一)[J].中国培训,2002(10):54-55.
[29]徐 燕.拓展训练(二)[J].中国培训,2002(11):46-47.
[30]徐 燕.拓展训练(三)[J].中国培训,2002(12):51-52.
[31]梁 元.我看体验式培训[J].中国培训,2003(7):40-41.
[32]扬 彤.通过体验式培训提升界面管理水平[J].中国培训 ,2004(7):22-23.
[33]许晓平.体验式培训—新的培训潮流[J].中国培训,2001 (10):13-14.
[34]石立伟.体验式培训的运作流程[J].企业改革与管理,2003(5):54-55.
[35]葛 露.浅谈体验式培训在我国公共部门的可行性[J].行政发展,2002(11):40-42.
[36]葛 露.我国公共部门培训方式的前沿探索[J].中国行政管理 2003 (12):45-47.
[37]周 芳,费英勤.论职业导向的拓展训练方法在大学教育中的应用[J].中国高等医学教育,2003(4):55-56.
[38]张亚琪.将拓展训练引入大学体育课的思考[J].辽宁体育科技,2003,25(4):73-74.
[39]于振峰,王晨宇.关于将拓展训练引入体育教学的理论研究[J].首都体育学院学报,2004,16(3):15-17.
[40]周立华,李俊杰.略论普通高校开展拓展训练的必要性与可行性[J].周口师范学院学报,2004,21(5):102-104.
[41]马志强,翟文建.“拓展训练”对普通高校毕业生就业观念影响的实验研究[J].首都体育学院学报,2004,(16)2:13-14.
[42]黄 海.拓展训练—高校体育教学发展的新方向[J].体育科技,2004 ,25 (1):7-11.
[43]胡仲秋,沈 纲.高校体育教学引入拓展训练模式的探讨[J].伊梨师范学院学报,2004(3):100-102.
[44]王捷二.拓展训练在高校体育教学素质教育培养中的应用[J].教育理论与实践,2004, 24(1 ):34-37 .
[45]王维琪.“户外拓展训练”对高校毕业生整体素质影响的试验研究[J].许昌学院学报,2004,23(5 ):67-70.
[46]岳锋利.体验式学习原理的比较分析[J].湖北省社会主义学院学,2005(3):61-63.
[47]陈 澡,陈颖莉.将体验式培训方式引入课堂[J].成都行政学院学报,2005,13(3):78-80.
[48]金 平.高校拓展训练式体育课教学模式的探索实践.湖南科技学院学报,2005,26(6):256-258.
[49]Gagne R M.The conditions of learning(4th ed.)[M].New York::Random house,1985.
[50]Friedenberg E Z.Coming of age in America :Growth and acquiescence[M].New York:Random House,1965.
[51]Kausler D H.Psychology of verbal learning and memory[M]:New York :McGraw-Hill,1974.
[52]Murphy T A ,Murphy D.The wellness for life workbook (ed4)[M]:San Diegofitness Publications,1987.
[53]JoePine,JimGilnore .The Experience Economy[M]:Harvard Business Shhool Press,1999.
[2]李 祥.学校体育学[M].北京:高等教育出版社,2001.6.
[3]陈旭远.课程与教学论[M].长春:东北师范大学出版社,2002.7.
[4]柳海民.教育原理[M].长春:东北师范大学出版社,2000.7.
[5]吴立岗.现代教学论基础[M].南宁:广西教育出版社,2001.1.
[6]吴志超.现代教学论与体育教学[M].北京:人民体育出版社,1993.6.
[7]毛振明.体育教学科学化探索[M].北京:高等教育出版社,1999.6.
[8]毛振明.探索成功的体育教学[M].北京:北京体育大学出版社,2001.7.
[9]曲宗湖.学校体育教学探讨[M].北京:人民教育出版社,1999.4.
[10]赖天德.学校体育改革热点探究[M].北京:北京体育大学出版社,2003.1.
[11]龚正伟.学校体育改革与发展论[M].北京:北京体育大学出版社,2002.4.
[12]季 浏.体育教育展望[M].北京:人民教育出版社,2001.12.
[13]毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2003.1.
[14]张志和.企业培训实物[M].广州:广东经济出版社 ,2001.9.
[15]曲宗湖.大学体育课程改革[M].北京:人民体育出版社,2004.11.
[16]扬文轩.体育学原理[M].广州:广东高等教育出版社,1996.9.
[17]龙佩林.大学体育与健康教育[M].北京:民族出版社,2001.6.
[18]毛振明.学校心理拓展训练[M].北京:北京体育大学出版社,2004.4.
[19]钟启泉.课程与教学论[M].上海:上海出版社,1998.9.
[20]刘永中.企业管理—户外体验式培训全案[M].广州:南海出版公司 ,2004.7.
[21]曲宗湖.体育课程导论[M].北京:人民教育出版社,2005.7.
[22]张力为.体育科学研究方法[M].北京:高等教育出版社,2002.1.
[23]樊临虎.体育教学论[M].北京:人民体育出版社,2002 .7.
[24]季 浏.体育与健康课程与教学论[M].杭州:浙江教育出版社,2003 .8.
[25]樊临虎.体育教学论[M].北京:人民体育出版社,2002 .7.
[26]宋金美.高校体育教育专业开设拓展训练课的理论分析与实践研究[D]:[硕士学位论文].开封:河南大学体育学院,2005.
[27]汪 洋.体验式培训企业的核心竞争力研究[D]:[硕士学位论文].北京:对外经济贸易大学 ,2004.
[28]徐 燕.拓展训练(一)[J].中国培训,2002(10):54-55.
[29]徐 燕.拓展训练(二)[J].中国培训,2002(11):46-47.
[30]徐 燕.拓展训练(三)[J].中国培训,2002(12):51-52.
[31]梁 元.我看体验式培训[J].中国培训,2003(7):40-41.
[32]扬 彤.通过体验式培训提升界面管理水平[J].中国培训 ,2004(7):22-23.
[33]许晓平.体验式培训—新的培训潮流[J].中国培训,2001 (10):13-14.
[34]石立伟.体验式培训的运作流程[J].企业改革与管理,2003(5):54-55.
[35]葛 露.浅谈体验式培训在我国公共部门的可行性[J].行政发展,2002(11):40-42.
[36]葛 露.我国公共部门培训方式的前沿探索[J].中国行政管理 2003 (12):45-47.
[37]周 芳,费英勤.论职业导向的拓展训练方法在大学教育中的应用[J].中国高等医学教育,2003(4):55-56.
[38]张亚琪.将拓展训练引入大学体育课的思考[J].辽宁体育科技,2003,25(4):73-74.
[39]于振峰,王晨宇.关于将拓展训练引入体育教学的理论研究[J].首都体育学院学报,2004,16(3):15-17.
[40]周立华,李俊杰.略论普通高校开展拓展训练的必要性与可行性[J].周口师范学院学报,2004,21(5):102-104.
[41]马志强,翟文建.“拓展训练”对普通高校毕业生就业观念影响的实验研究[J].首都体育学院学报,2004,(16)2:13-14.
[42]黄 海.拓展训练—高校体育教学发展的新方向[J].体育科技,2004 ,25 (1):7-11.
[43]胡仲秋,沈 纲.高校体育教学引入拓展训练模式的探讨[J].伊梨师范学院学报,2004(3):100-102.
[44]王捷二.拓展训练在高校体育教学素质教育培养中的应用[J].教育理论与实践,2004, 24(1 ):34-37 .
[45]王维琪.“户外拓展训练”对高校毕业生整体素质影响的试验研究[J].许昌学院学报,2004,23(5 ):67-70.
[46]岳锋利.体验式学习原理的比较分析[J].湖北省社会主义学院学,2005(3):61-63.
[47]陈 澡,陈颖莉.将体验式培训方式引入课堂[J].成都行政学院学报,2005,13(3):78-80.
[48]金 平.高校拓展训练式体育课教学模式的探索实践.湖南科技学院学报,2005,26(6):256-258.
[49]Gagne R M.The conditions of learning(4th ed.)[M].New York::Random house,1985.
[50]Friedenberg E Z.Coming of age in America :Growth and acquiescence[M].New York:Random House,1965.
[51]Kausler D H.Psychology of verbal learning and memory[M]:New York :McGraw-Hill,1974.
[52]Murphy T A ,Murphy D.The wellness for life workbook (ed4)[M]:San Diegofitness Publications,1987.
[53]JoePine,JimGilnore .The Experience Economy[M]:Harvard Business Shhool Press,1999.