残疾人奥林匹克运动教育价值研究
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摘要
随着北京残奥会的举行和一系列残奥教育活动的进行,社会公众对残疾人的关注程度得以提高。我国作为世界第一残疾人口数的国家,残疾人问题已经是我们必须要面临的社会问题,需要全社会以及残疾人个体的共同努力。本研究以残疾人奥林匹克运动教育价值研究为切入,旨在对残疾人奥林匹克运动对个人、对公众的教育价值进行深入的分析和梳理,并对国外开展的残疾人奥林匹克运动教育形式进行实验分析,结合我国实际情况,对我国开展残奥教育探讨。该研究对于完善一般意义上的残疾人奥林匹克运动教育价值和促进我国残疾人奥林匹克运动教育价值的实现,改善社会对待残疾人的态度和行为有较为重要的理论意义和实践意义。
研究采用文献资料法、实验法、问卷调查法、比较研究法、数理统计法、逻辑分析法,利用留学机会通过鲁汶大学图书馆(Catholic Leuven University),捷克帕拉斯基大学图书馆(Palacky University),参与的有关讲座和当地共享资源获取国外研究资料,购买Adapted Physical Activity Quarterly杂志的会员身份,下载文献资料,通过苏州大学图书馆目录检索系统,学术期刊光盘检索系统,因特网等计算机检索工具查阅中外文献和资料。在捷克Ostrava的本地学校和国际学校运行残疾人奥林匹克学校日的实验介入,对参与者在实验前后进行问卷调查分析。从而对残疾人奥林匹克运动教育价值的形成,其个体、社会教育价值,以及价值实现形式进行深入研究。研究发现:
1、残疾人奥林匹克运动本身的出现就是对残疾人参与体育意义认识的全新理解。伴随着残疾人奥林匹克运动会的发展,残疾人奥林匹克运动也不断的融合、吸纳各个文化因素,在与奥林匹克运动密切合作发展的同时,逐渐形成了自己的教育哲学价值体系。
2、残疾人奥林匹克运动对个体心理状态和健康人格产生着积极的教育影响。参与残疾人奥林匹克运动的个体具有比不参与体育运动的残疾个体更为积极的情感、态度、个性心理状态。残疾人奥林匹克运动员在教育价值实现中也发挥着教育者作用,他们对其他有类似缺陷的人乃至正常人的心理、人格都有着积极的影响。
3、残疾人奥林匹克运动对公众的教育价值主要体现在对残疾人态度的影响上。利用残疾人奥林匹克运动开展的各种各样的教育活动旨在对非残疾人态度产生影响,从而创造一个更适合残疾人生活和发展的社会环境。改变公众对残疾人态度,理解残疾人具有参与体育的权利,进而促进对残疾人社会权益尊重有利于促进和谐社会理论的具体实践。
4、不同文化、语言背景学生在参与残疾人奥林匹克学校日后表现出相似的结果证明按照科学的理论指导安排教学活动并结合实际情况,残疾人奥林匹克运动学校教育活动是实现残疾人教育价值的有效手段。在组织运行残疾人奥林匹克学校日或者相关教育活动时,必须要更多考虑参与者生理、心理和文化背景特点,选择适合的项目,从而保证教育活动的效果。正式的学校教育由于受众的局限性和条件要求比较高,难以全面的覆盖大众。而现代传播技术发展,大众媒体的非正式的教育形式则可以在一定程度上弥补这一缺陷。但必须要根据残疾人奥林匹克运动内容的特点,采用合理的形式、策略,对残疾人奥林匹克运动价值给予正确的报道。
5、我国应利用伴随北京残奥会相关的残奥教育奠定的良好基础,结合实际情况,在我国某些学校尝试组织类似于残疾人奥林匹克学校日的教育活动并进行可行性研究和效果评价,为今后的大范围建立一种旨在在学校环境下,系统、长期的改变参与者对待残疾人态度的残奥教育活动做好准备。
6、同奥林匹克运动一样,现代残疾人奥林匹克运动也面临者很多价值挑战。所有出现的问题归根到底还是残疾人参与体育公平性的问题。这些问题对残疾人奥林匹克运动教育价值所宣扬的公平公正的体育权带来一定的挑战。
Along with the Beijing Paralympic Games and concerning educational programs, the society’s attention to people with disabilities has been improved. In China, where we have the largest number of People with disabilities in the world, the problem of disabilities has been an important social problem that we have to face. The research is aimed at analysis on the value of Paralympic movement in improving personalities and social attitude toward people with disabilities and on the concerning educational programs of Paralympic movement in Europe from angle of Paralympic Educational Value. The research is significant for completing Paralympic Value, promoting Paralympic Education in China, and enhancing people’s attitude toward people with disabilities therotically and practically.
In the research, the author used literature review, experiment, questionnaires, comparison, statistics and logic analysis. By using libraries in Catholic Leuven University and Palacky University, collecting concerning information from websites, the good foundation for the research had been established. In order to study means to accomplish the educational value of Paralympic movement, the specific programe“Paralympic School Day”was organized in two schools of Ostrava, Czech Republic. By questionnaires CAIPE– CZ, and Adjective Checklist (Siperstein, 1980), the participators’difference of attitudes toward people with disabilities between before program and after program were analyzed.
The results showed:
1. Along with the development of Paralympic Games, Paralympic movement absorbed different cultural factors. By cooperation with Olympics, it developed its own value system. IPC paid so much attention to develop Paralympic educational value as well as actualize it. The educational value is getting more and more systematic and specific.
2. Paralympic movement can positively influence on people’s emotion and healthy personalities. People with disabilities who participate in Paralympic sport have more positive emotion, attitude and personal mind than people who don’t participate.
3. Paralympic movement advocates the philosophy that participation in sport is the human right for everybody no matter if there is an impairment or not in body or mind. Public education value of Paralympics mostly performs in change of people’s attitude toward people with disabilities. Paralympic Athletes performance in sport itself is against the negative image of people with disabilities.
4. Through organized Paralympic educational programs in school setting, people’s attitude toward people with disabilities can be influenced positively. In order to keep consistant educational effect, organizers should take participants’features, environment and cultural sepcificities into consideration. However, the organized educational programs in school setting can’t be spreaded to others not in schools. The modern media mass can solve this problem to some extent. Media mass plays an important role in the process of the unofficial education of Paralympics, but the effect might be negative because of the incorrect broadcast of Paralympics. So in the broadcast to Paralympics, the concerning staff should be educated and the way to broadcast should be correct in order to make Paralympic education widespread.
5. We should take advantage of good foundament established by concerning Paralympic aducation program during 2008 Beijing Paralympic Games and attempt to carry out the research on validity of Paralympic School Day in China In order to implement a widespread Paralympic education to change participants’attitudes toward people with disabilities in China.
6. Like Olympic movement, modern Paralympics also faces lots of value challenge, but the original problem is still the problem of fair chance to take part in sport.
研究采用文献资料法、实验法、问卷调查法、比较研究法、数理统计法、逻辑分析法,利用留学机会通过鲁汶大学图书馆(Catholic Leuven University),捷克帕拉斯基大学图书馆(Palacky University),参与的有关讲座和当地共享资源获取国外研究资料,购买Adapted Physical Activity Quarterly杂志的会员身份,下载文献资料,通过苏州大学图书馆目录检索系统,学术期刊光盘检索系统,因特网等计算机检索工具查阅中外文献和资料。在捷克Ostrava的本地学校和国际学校运行残疾人奥林匹克学校日的实验介入,对参与者在实验前后进行问卷调查分析。从而对残疾人奥林匹克运动教育价值的形成,其个体、社会教育价值,以及价值实现形式进行深入研究。研究发现:
1、残疾人奥林匹克运动本身的出现就是对残疾人参与体育意义认识的全新理解。伴随着残疾人奥林匹克运动会的发展,残疾人奥林匹克运动也不断的融合、吸纳各个文化因素,在与奥林匹克运动密切合作发展的同时,逐渐形成了自己的教育哲学价值体系。
2、残疾人奥林匹克运动对个体心理状态和健康人格产生着积极的教育影响。参与残疾人奥林匹克运动的个体具有比不参与体育运动的残疾个体更为积极的情感、态度、个性心理状态。残疾人奥林匹克运动员在教育价值实现中也发挥着教育者作用,他们对其他有类似缺陷的人乃至正常人的心理、人格都有着积极的影响。
3、残疾人奥林匹克运动对公众的教育价值主要体现在对残疾人态度的影响上。利用残疾人奥林匹克运动开展的各种各样的教育活动旨在对非残疾人态度产生影响,从而创造一个更适合残疾人生活和发展的社会环境。改变公众对残疾人态度,理解残疾人具有参与体育的权利,进而促进对残疾人社会权益尊重有利于促进和谐社会理论的具体实践。
4、不同文化、语言背景学生在参与残疾人奥林匹克学校日后表现出相似的结果证明按照科学的理论指导安排教学活动并结合实际情况,残疾人奥林匹克运动学校教育活动是实现残疾人教育价值的有效手段。在组织运行残疾人奥林匹克学校日或者相关教育活动时,必须要更多考虑参与者生理、心理和文化背景特点,选择适合的项目,从而保证教育活动的效果。正式的学校教育由于受众的局限性和条件要求比较高,难以全面的覆盖大众。而现代传播技术发展,大众媒体的非正式的教育形式则可以在一定程度上弥补这一缺陷。但必须要根据残疾人奥林匹克运动内容的特点,采用合理的形式、策略,对残疾人奥林匹克运动价值给予正确的报道。
5、我国应利用伴随北京残奥会相关的残奥教育奠定的良好基础,结合实际情况,在我国某些学校尝试组织类似于残疾人奥林匹克学校日的教育活动并进行可行性研究和效果评价,为今后的大范围建立一种旨在在学校环境下,系统、长期的改变参与者对待残疾人态度的残奥教育活动做好准备。
6、同奥林匹克运动一样,现代残疾人奥林匹克运动也面临者很多价值挑战。所有出现的问题归根到底还是残疾人参与体育公平性的问题。这些问题对残疾人奥林匹克运动教育价值所宣扬的公平公正的体育权带来一定的挑战。
Along with the Beijing Paralympic Games and concerning educational programs, the society’s attention to people with disabilities has been improved. In China, where we have the largest number of People with disabilities in the world, the problem of disabilities has been an important social problem that we have to face. The research is aimed at analysis on the value of Paralympic movement in improving personalities and social attitude toward people with disabilities and on the concerning educational programs of Paralympic movement in Europe from angle of Paralympic Educational Value. The research is significant for completing Paralympic Value, promoting Paralympic Education in China, and enhancing people’s attitude toward people with disabilities therotically and practically.
In the research, the author used literature review, experiment, questionnaires, comparison, statistics and logic analysis. By using libraries in Catholic Leuven University and Palacky University, collecting concerning information from websites, the good foundation for the research had been established. In order to study means to accomplish the educational value of Paralympic movement, the specific programe“Paralympic School Day”was organized in two schools of Ostrava, Czech Republic. By questionnaires CAIPE– CZ, and Adjective Checklist (Siperstein, 1980), the participators’difference of attitudes toward people with disabilities between before program and after program were analyzed.
The results showed:
1. Along with the development of Paralympic Games, Paralympic movement absorbed different cultural factors. By cooperation with Olympics, it developed its own value system. IPC paid so much attention to develop Paralympic educational value as well as actualize it. The educational value is getting more and more systematic and specific.
2. Paralympic movement can positively influence on people’s emotion and healthy personalities. People with disabilities who participate in Paralympic sport have more positive emotion, attitude and personal mind than people who don’t participate.
3. Paralympic movement advocates the philosophy that participation in sport is the human right for everybody no matter if there is an impairment or not in body or mind. Public education value of Paralympics mostly performs in change of people’s attitude toward people with disabilities. Paralympic Athletes performance in sport itself is against the negative image of people with disabilities.
4. Through organized Paralympic educational programs in school setting, people’s attitude toward people with disabilities can be influenced positively. In order to keep consistant educational effect, organizers should take participants’features, environment and cultural sepcificities into consideration. However, the organized educational programs in school setting can’t be spreaded to others not in schools. The modern media mass can solve this problem to some extent. Media mass plays an important role in the process of the unofficial education of Paralympics, but the effect might be negative because of the incorrect broadcast of Paralympics. So in the broadcast to Paralympics, the concerning staff should be educated and the way to broadcast should be correct in order to make Paralympic education widespread.
5. We should take advantage of good foundament established by concerning Paralympic aducation program during 2008 Beijing Paralympic Games and attempt to carry out the research on validity of Paralympic School Day in China In order to implement a widespread Paralympic education to change participants’attitudes toward people with disabilities in China.
6. Like Olympic movement, modern Paralympics also faces lots of value challenge, but the original problem is still the problem of fair chance to take part in sport.
引文
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