对1999年内战后塞拉利昂中学田径教学现状的研究
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摘要
本研究通过问卷调查,在调查和研究战后塞拉利昂中学田径教学现状的基础上,分析和讨论发放给中学学生、体育教师以及体育行政管理官员的问卷调查结果,分析和讨论问卷中所反映出的问题,分析和讨论战后塞拉利昂中学田径教学优、劣势及潜力。本研究也提出一些积极的建议,以解决战后塞拉利昂中学田径教学和学习所存在的问题。
通过使用文献资料法、专家访谈法,问卷调查法,以及前面所提及的现实情况,研究者得出以下结论:
1.塞拉利昂中学大部分的学生,主要以两种方式接受田径运动的学习内容,一种是接受作为体育健康教育部分内容的田径教学,另一种是参加比赛。
2.在塞拉利昂体育健康教育大纲中所规定的针对初中和高中的田径方面内容,适合于学生的实际水平。
3.在班级间和校际比赛中,将学生分到初级、中级和高级组中,为很多学生参加各种各样的比赛提供了机会,但组织方式还需要与国际田联规则进一步接轨。
4.中学教学大纲中田径内容部分所分配的时间太少,这对促进学生参加比赛是不够的。
5.缺乏针对体育健康教育教师进行的田径方面的科研,田径对中学生以及塞拉利昂整个社会缺乏吸引力。
6.田径考核方式不能充分代表田径的内容。教师很少将考核方式与体育健康教育大纲所规定教学目标或学生学习效果联系起来。大部分笔试考题在内容上缺乏有效性。
7.教育科学技术部体育健康教育处,所给予的管理和监督力度极其薄弱。
8.塞拉利昂欠缺经过良好训练以及有资历的专业教师,体育健康教育教师的待遇非常低,影响了塞拉利昂中学田径运动的开展。
Based on the investigation and research through surveying questionnaires about the general condition of Track and Field teaching in post-war Sierra Leone secondary schools, this paper analyses and discusses the results of the above questionnaires administered to secondary school students, sports teachers and administrators, the understanding of the problems that currently exist with the matter in question and the evaluation of the advantages and disadvantages as well as the potential of the secondary schools Track and Field teaching in Sierra Leone. The paper also highlights some positive measures to solve the problems of the secondary schools Track and Field teaching and learning after the war in the country.
With the use of relevant reference materials, consultations with experts, target investigations and aiming at the afore-mentioned reality of the matter, the researcher is able to come up with the following conclusions.
1. A large proportion of secondary school students in Sierra Leone participate in the teaching and learning of Track and Field either by way of offering the sport as part of the Physical Health Education Programme or taking part in competitions.
2. The contents of the Track and Field aspect of the National Physical Health Education Syllabus for both the Junior and Senior Secondary Schools are suitable for the levels they are meant for. The contents are therefore not too much for the three years in the Junior Secondary School and the next three years in the Senior Secondary School. Little wonder then that the students’perform satisfactorily in both the Basic Education Certificate Examination and the West African Senior School Certificate Examinations
3. Secondary school students go through local arbitration procedure that categorises them into junior, intermediate and senior athletes for inter-house and inter-secondary school competitions. This makes room for many and varied competitions giving opportunities for many students to participate but with no strict adherence to the IAAF rules.
4. There is little time allocated to the Track and Field aspect of the syllabus. There is only one lesson of Track and Field taught per week, which is not enough to develop the students for competitions.
5. There is no Track and Field scientific research carried out by the Physical Health Education teachers and so the sport is never made attractive and profitable to the students and the Sierra Leone society as a whole.
6. The forms of assessment in Track and Field are mainly classroom multiple-choice written exams given at the end of every term. In these exams, the Track and Field aspect is not adequately represented in the sample of questions drawn. The teachers hardly relate the testing methods to the objectives or learning outcomes of the Physical Health Education Syllabus. The teachers are also faced with the difficulty of using one test to measure the objectives set in the Track and Field aspect and so most of the classroom written test questions lack content validity in both urban and rural schools.
7. The management and supervision given by the Physical Health Education Unit of the Ministry Of Education Science and Technology is low.
8. There is a partial lack of trained and qualified specialist teachers to effectively handle the Track and Field aspect of the Physical Health Education Programme with sound theoretical as well as practical methods of teaching in order to make the sport interesting for the students. However the quality of track and field teaching employed by the Physical Health Education teachers was satisfactory. Many of the teachers plan their lessons well with clear teaching points to guide improvement. The level of remuneration for the Physical Health Education Teachers is low. Demoralised, frustrated and trying to make ends meet, many of these teachers have to run after their own private business.
通过使用文献资料法、专家访谈法,问卷调查法,以及前面所提及的现实情况,研究者得出以下结论:
1.塞拉利昂中学大部分的学生,主要以两种方式接受田径运动的学习内容,一种是接受作为体育健康教育部分内容的田径教学,另一种是参加比赛。
2.在塞拉利昂体育健康教育大纲中所规定的针对初中和高中的田径方面内容,适合于学生的实际水平。
3.在班级间和校际比赛中,将学生分到初级、中级和高级组中,为很多学生参加各种各样的比赛提供了机会,但组织方式还需要与国际田联规则进一步接轨。
4.中学教学大纲中田径内容部分所分配的时间太少,这对促进学生参加比赛是不够的。
5.缺乏针对体育健康教育教师进行的田径方面的科研,田径对中学生以及塞拉利昂整个社会缺乏吸引力。
6.田径考核方式不能充分代表田径的内容。教师很少将考核方式与体育健康教育大纲所规定教学目标或学生学习效果联系起来。大部分笔试考题在内容上缺乏有效性。
7.教育科学技术部体育健康教育处,所给予的管理和监督力度极其薄弱。
8.塞拉利昂欠缺经过良好训练以及有资历的专业教师,体育健康教育教师的待遇非常低,影响了塞拉利昂中学田径运动的开展。
Based on the investigation and research through surveying questionnaires about the general condition of Track and Field teaching in post-war Sierra Leone secondary schools, this paper analyses and discusses the results of the above questionnaires administered to secondary school students, sports teachers and administrators, the understanding of the problems that currently exist with the matter in question and the evaluation of the advantages and disadvantages as well as the potential of the secondary schools Track and Field teaching in Sierra Leone. The paper also highlights some positive measures to solve the problems of the secondary schools Track and Field teaching and learning after the war in the country.
With the use of relevant reference materials, consultations with experts, target investigations and aiming at the afore-mentioned reality of the matter, the researcher is able to come up with the following conclusions.
1. A large proportion of secondary school students in Sierra Leone participate in the teaching and learning of Track and Field either by way of offering the sport as part of the Physical Health Education Programme or taking part in competitions.
2. The contents of the Track and Field aspect of the National Physical Health Education Syllabus for both the Junior and Senior Secondary Schools are suitable for the levels they are meant for. The contents are therefore not too much for the three years in the Junior Secondary School and the next three years in the Senior Secondary School. Little wonder then that the students’perform satisfactorily in both the Basic Education Certificate Examination and the West African Senior School Certificate Examinations
3. Secondary school students go through local arbitration procedure that categorises them into junior, intermediate and senior athletes for inter-house and inter-secondary school competitions. This makes room for many and varied competitions giving opportunities for many students to participate but with no strict adherence to the IAAF rules.
4. There is little time allocated to the Track and Field aspect of the syllabus. There is only one lesson of Track and Field taught per week, which is not enough to develop the students for competitions.
5. There is no Track and Field scientific research carried out by the Physical Health Education teachers and so the sport is never made attractive and profitable to the students and the Sierra Leone society as a whole.
6. The forms of assessment in Track and Field are mainly classroom multiple-choice written exams given at the end of every term. In these exams, the Track and Field aspect is not adequately represented in the sample of questions drawn. The teachers hardly relate the testing methods to the objectives or learning outcomes of the Physical Health Education Syllabus. The teachers are also faced with the difficulty of using one test to measure the objectives set in the Track and Field aspect and so most of the classroom written test questions lack content validity in both urban and rural schools.
7. The management and supervision given by the Physical Health Education Unit of the Ministry Of Education Science and Technology is low.
8. There is a partial lack of trained and qualified specialist teachers to effectively handle the Track and Field aspect of the Physical Health Education Programme with sound theoretical as well as practical methods of teaching in order to make the sport interesting for the students. However the quality of track and field teaching employed by the Physical Health Education teachers was satisfactory. Many of the teachers plan their lessons well with clear teaching points to guide improvement. The level of remuneration for the Physical Health Education Teachers is low. Demoralised, frustrated and trying to make ends meet, many of these teachers have to run after their own private business.
引文
[1] The World Fact book. 2005:10
[2] John Abdul Kargbo. The history and development school libraries in Sierra Leone. Education libraries journal.2002:43(1):23
[3] Hawes,H & Stephen D. Question of quality:primary education and development.
[1] V·R·Coward and T·C·Lane(1987). Handbook of Physical Education for Primary chools.foward by H·W·R Hawes. Institute of Education Makerere University college. P:V
[1] Ernst, M·P·J Pangrazi R; Corbin, C·B (1998). Physical Education:making a transition towards activity (Journal article in Journal of Physical Education, Recreation Dance (JOPERD). 10:95-96
[2] Pangrazi Robert P; Darst Dau W (1997). Dynamic Physical Education for Secondary School Students 3rd education. Boston:Allyn and Bacon. 61-63.
[1] 体育汉语. 北京体育大学 2001 内部教材,未出版,第 31 页
[2] Rink,J. Teaching Physical Education for Learning. Boston:Mcgraw-Hill.1998:3
[1] Solmon M & Lee A. Entry Characteristics, practice variables and cognition. Students mediation of instruction, Journal of Teaching in Physical Education. 1998:15:135-150
[2] Sierra Leone National Curriculum Development Centre: Development of Education (June 1993)- Republic of Sierra Leone Teaching Syllabus for Junior Secondary Schools Physical Health Education
[3] Byrne Hurbert,J. The teacher and his pupils. London Oxford University press-I bandan. 1953:21-22
[1] 李伟民.新课程实施与体育教师的专业化发展. 体育科研.2005:26(1):12-14
[1] Cam Woodfield Junior school, Dursley. 2000:46
[1]. Allen, V. (1997). Assessment. In Teaching Elementary Physical Education, 8 (6).
[2]. Arnold, P. (1968) . Physical Education Development London:Heinemann.
[3]. Arnold, P. J. (1996). Olympism, Sports and Education. Quest (48). 92–101.
[4]. ASCD (1995). Role of Supervisor and Curriculum Director in a Climate of Change. Washington: ASCD.
[5]. Bain, L. L. (1975). Curriculum for critical reflection in Physical Education. In R.S. Brandt (Ed). Content of the Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
[6]. Bennett, et al (1971). Comparative Physical Education. London: Macmillan.
[7]. Bittel, L. R. (1985). What Every Supervisor Should know. The Basis of Supervisory Management. New York: McGraw – Hill.
[8]. Bloom Benjamin. The Thought processes of students in Discussion.
[9]. Brown, D. G. (1979). Leadership Vitality. A Workbook for Academic Administrators. Washington DC: American Council in Education.
[10]. Brubaker, D. L. (1994). Examinations and Assessments in PhysicalEducation. In New Directions in PE. In N. Armstrong (Ed). Champain, IL: Human Kinetics.
[11]. Byrne Hubert, J. (1953). The Teacher and His Pupils London Oxford University Press Nairobi-Ibadan.
[12] Cam Woodfield Junior School, Dursley. 2000:46.
[13]. Carl T Johnson (1975). Know The Game Series. Track and Field Produced in collaboration with the British Amateur Athletic Board.
[14]. Conn, H. J. (1990). A critical need in the professional preparation of Physical Educators and Coaches. The Physical Educator 47, (2).
[15]. Corward, V. R. and Lane T. C. (1995). A hand book of Physical Education for Primary Schools.
[16]. Connelly, M. F. &Cladinin, J. D. (1998). Teachers as Curriculum Planners: Narratives of Experience. New York: Teachers Press.
[17]. Dressel, Paul L. Evaluation Procedures for General Educational Objectives. Educational Record, April 1950 pages 97-122.
[18] Ernst, M. P. J. Pangrazi R.; Corbin, C. B. (1998). Physical Education: Making a transition towards activity. (Journal article in Journal of Physicla Education, Recreation and Dance (JOPERD). 10: 95-96.
[19]. Ezersky, E.M.&Theibert P. R. (1976). Facilities in Sport and Physical Education. Saint Louis: The GV Mosby Co.
[20]. Farrant J. S (1964 ). Principles and Practice of Education.
[21]. Goodland, J. (1990). Teacher for our nation’s schools San Francisco: Jossey Boss
[22]. Graham, G; Holt/Hale, S.A.& Parker, M. (1998). Children moving, A reflective approach to teach Physical Education 4th Edition. Mountain view, California Mayfield.
[23]. Graham, G. (2001). Teaching children Physical Education (Becoming a Master Teacher). Champaign, Il: Human Kinetics.
[24] Hawes, H & Stephen D. Question of quality primary education and development. London: Longman, 1990
[25]. International Council of Sports and Physical Education(1980). National Policies and Practices Concerning the Role of Physical Education and Sport in the Education of the Youth. Paris: UNESCO.
[26]. IAAF Global Athletics Development Programme 2000. IAAF TM International Amateur Athletic Federation Coaches Education & Certification System. Level 1/11. Advanced Coaching Theory Textbook.
[27]. John Abdul Kargbo. The history and development of School libraries in Sierra Leone. Education Libraries Jounal: 2002: 43 (1): 23
[28]. Meek, C. (1986). The Contribution of Physical Education to the New Curriculum. In P.E. Review, 9 (2).
[29]. Miller, D. J. T & Cawley, J. E (1960). Athletics: A coaching Handbopok for Tropical Areas. London Evans Brothers Ltd.
[30]. NCES National Center For Education Statistics October 1996 Statistical Analysis Report: Out –of–Field Teaching And Educational Equality. (NCES 96–040) Ordering Information.
[31]. Nteere, J. (1982). “The Historical Background to the development of Physical Education in Kenya”. Unpublished M. Ed dissertation, Manchester: University of Manchester.
[32]. Oliver, A. I. (1997). Curriculum Improvement, 2nd Edition New York: Harper and Row.
[33]. Olivia, P.F (1992). Developing the Curriculum. Boston: Little Brown and Company.
[34] Pangrazi, Robert P; Darst Dau, W. (1997) Dynamic Physical Education for Secondary School Students 3rd Edition. Boston: Allyn and Bacon . 61-63
[35]. Quackenbush, M & Sergeant, P. (1990).Teaching Aids 3rd Edition. Santa Cruz: Network.
[36]. Remmers, H. H., et al. Report of the Commission on the criteria of Teacher Effectiveness. Review of Educational Research 22 (1952) pp 245-246.
[37] Rink, J. Teaching Physical Education for Learning. Boston: McGraw-Hill 1998:3.
[38]. Schofield Harry, (1975). Assessment and Testing – An Introduction.
[39]. Sierra Leone National Curriculum Development Centre. Department of Education (June 1993 ) – Republic of Sierra Leone Teaching Syllabus for Junior Secondary Schools Physical Health Education.
[40] Solomon, M. & Lee, A. Entry Characteristics, practice variables and cognition. Students mediation of instruction. Journal of Teaching in Physical Education. 1998: 15: 135-150.
[41]. The World Fact book. 2005: 10
[42]. Tyler, Ralph W., and Smith, Eugene. Appraising and Recording Student Progress Vol. 111 New York; Harper and Bros. 1942 Chapter 1.
[43]. V. R. Coward & T.C Lane (1987). Handbook of Physical Education for Primary Schools. Froward by H. W. R Hawes. Institute of Education Makere Unmiversity University College. PV.
[44]. UNESCO (Paris, 1991). Science and Technology Education Document series No. 41. Children Health and Science Child–to–Child Activities and Science and Technology Teaching.
[45]. Wilcox, C. R. (1988). Promoting parents as partners in Physical Education. The Physical Educator, 45, (1).
[46]. Wiles, K & Lovell, J ( 1975 ) . Supervision for better schools 4th Edition_Englewood Cliffs, New Jersey: Prentice-Hall.
[47]. Woods, A. M. & Weasmer J. R. (1998). Beat Burnout: Strategies for Remaining Professionally Stimulated in Teaching Elementary Physical Education, 9, (2) Champaign, Il: Human Kinetics.
[48] 刘贺.对学校体育课程资源开发利用的探讨.浙江体育科学.2004:26(3):53-56
[49] 李伟民.新课程实施与体育教师的专业化发展. 体育科研.2005:26(1):12-14
[50] 吴本连、季浏.学校体育课改中“自主学习”必要性和可行性研究.体育科研.2004:25(4):68-70
[51] 黄爱峰、顾渊彦.新中国中小学三代体育课程的历史省思.浙江体育科学.2004:26(3):49-52
[52] 沈莉.高中体育教学中美育渗透的实验研究.体育科研.2004:25(2):65-67
[53] 施志香.三自活动在体育教学中的尝试.体育科研.2004:25(20):68-70
[54] 蔡梨.田径高级教练员职业能力研究.上海体育学院学报.2004:28(2):9-13
[55] 李健、王荣民等.中学体育教师对教学自主性认识的研究.北京体育大学学报.2004:27(5):663-666
[56] 陆志成.教育因素对初中学生体育锻炼习惯形成的影响.体育科研.2005:26(1):83-85
[57] 傅小惠.现代社会发展对我国中小学生身心素质的影响.上海体育学院学报.2004:28(6):95-97
[58] 郑乃春.试论高中学生课外体育活动现状.浙江体育科学.2004:26(3):72-74
[59] 陶战波.学校体育文化发展特点及其前景展望.浙江体育科学.2004:26(3):75-77
[2] John Abdul Kargbo. The history and development school libraries in Sierra Leone. Education libraries journal.2002:43(1):23
[3] Hawes,H & Stephen D. Question of quality:primary education and development.
[1] V·R·Coward and T·C·Lane(1987). Handbook of Physical Education for Primary chools.foward by H·W·R Hawes. Institute of Education Makerere University college. P:V
[1] Ernst, M·P·J Pangrazi R; Corbin, C·B (1998). Physical Education:making a transition towards activity (Journal article in Journal of Physical Education, Recreation Dance (JOPERD). 10:95-96
[2] Pangrazi Robert P; Darst Dau W (1997). Dynamic Physical Education for Secondary School Students 3rd education. Boston:Allyn and Bacon. 61-63.
[1] 体育汉语. 北京体育大学 2001 内部教材,未出版,第 31 页
[2] Rink,J. Teaching Physical Education for Learning. Boston:Mcgraw-Hill.1998:3
[1] Solmon M & Lee A. Entry Characteristics, practice variables and cognition. Students mediation of instruction, Journal of Teaching in Physical Education. 1998:15:135-150
[2] Sierra Leone National Curriculum Development Centre: Development of Education (June 1993)- Republic of Sierra Leone Teaching Syllabus for Junior Secondary Schools Physical Health Education
[3] Byrne Hurbert,J. The teacher and his pupils. London Oxford University press-I bandan. 1953:21-22
[1] 李伟民.新课程实施与体育教师的专业化发展. 体育科研.2005:26(1):12-14
[1] Cam Woodfield Junior school, Dursley. 2000:46
[1]. Allen, V. (1997). Assessment. In Teaching Elementary Physical Education, 8 (6).
[2]. Arnold, P. (1968) . Physical Education Development London:Heinemann.
[3]. Arnold, P. J. (1996). Olympism, Sports and Education. Quest (48). 92–101.
[4]. ASCD (1995). Role of Supervisor and Curriculum Director in a Climate of Change. Washington: ASCD.
[5]. Bain, L. L. (1975). Curriculum for critical reflection in Physical Education. In R.S. Brandt (Ed). Content of the Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
[6]. Bennett, et al (1971). Comparative Physical Education. London: Macmillan.
[7]. Bittel, L. R. (1985). What Every Supervisor Should know. The Basis of Supervisory Management. New York: McGraw – Hill.
[8]. Bloom Benjamin. The Thought processes of students in Discussion.
[9]. Brown, D. G. (1979). Leadership Vitality. A Workbook for Academic Administrators. Washington DC: American Council in Education.
[10]. Brubaker, D. L. (1994). Examinations and Assessments in PhysicalEducation. In New Directions in PE. In N. Armstrong (Ed). Champain, IL: Human Kinetics.
[11]. Byrne Hubert, J. (1953). The Teacher and His Pupils London Oxford University Press Nairobi-Ibadan.
[12] Cam Woodfield Junior School, Dursley. 2000:46.
[13]. Carl T Johnson (1975). Know The Game Series. Track and Field Produced in collaboration with the British Amateur Athletic Board.
[14]. Conn, H. J. (1990). A critical need in the professional preparation of Physical Educators and Coaches. The Physical Educator 47, (2).
[15]. Corward, V. R. and Lane T. C. (1995). A hand book of Physical Education for Primary Schools.
[16]. Connelly, M. F. &Cladinin, J. D. (1998). Teachers as Curriculum Planners: Narratives of Experience. New York: Teachers Press.
[17]. Dressel, Paul L. Evaluation Procedures for General Educational Objectives. Educational Record, April 1950 pages 97-122.
[18] Ernst, M. P. J. Pangrazi R.; Corbin, C. B. (1998). Physical Education: Making a transition towards activity. (Journal article in Journal of Physicla Education, Recreation and Dance (JOPERD). 10: 95-96.
[19]. Ezersky, E.M.&Theibert P. R. (1976). Facilities in Sport and Physical Education. Saint Louis: The GV Mosby Co.
[20]. Farrant J. S (1964 ). Principles and Practice of Education.
[21]. Goodland, J. (1990). Teacher for our nation’s schools San Francisco: Jossey Boss
[22]. Graham, G; Holt/Hale, S.A.& Parker, M. (1998). Children moving, A reflective approach to teach Physical Education 4th Edition. Mountain view, California Mayfield.
[23]. Graham, G. (2001). Teaching children Physical Education (Becoming a Master Teacher). Champaign, Il: Human Kinetics.
[24] Hawes, H & Stephen D. Question of quality primary education and development. London: Longman, 1990
[25]. International Council of Sports and Physical Education(1980). National Policies and Practices Concerning the Role of Physical Education and Sport in the Education of the Youth. Paris: UNESCO.
[26]. IAAF Global Athletics Development Programme 2000. IAAF TM International Amateur Athletic Federation Coaches Education & Certification System. Level 1/11. Advanced Coaching Theory Textbook.
[27]. John Abdul Kargbo. The history and development of School libraries in Sierra Leone. Education Libraries Jounal: 2002: 43 (1): 23
[28]. Meek, C. (1986). The Contribution of Physical Education to the New Curriculum. In P.E. Review, 9 (2).
[29]. Miller, D. J. T & Cawley, J. E (1960). Athletics: A coaching Handbopok for Tropical Areas. London Evans Brothers Ltd.
[30]. NCES National Center For Education Statistics October 1996 Statistical Analysis Report: Out –of–Field Teaching And Educational Equality. (NCES 96–040) Ordering Information.
[31]. Nteere, J. (1982). “The Historical Background to the development of Physical Education in Kenya”. Unpublished M. Ed dissertation, Manchester: University of Manchester.
[32]. Oliver, A. I. (1997). Curriculum Improvement, 2nd Edition New York: Harper and Row.
[33]. Olivia, P.F (1992). Developing the Curriculum. Boston: Little Brown and Company.
[34] Pangrazi, Robert P; Darst Dau, W. (1997) Dynamic Physical Education for Secondary School Students 3rd Edition. Boston: Allyn and Bacon . 61-63
[35]. Quackenbush, M & Sergeant, P. (1990).Teaching Aids 3rd Edition. Santa Cruz: Network.
[36]. Remmers, H. H., et al. Report of the Commission on the criteria of Teacher Effectiveness. Review of Educational Research 22 (1952) pp 245-246.
[37] Rink, J. Teaching Physical Education for Learning. Boston: McGraw-Hill 1998:3.
[38]. Schofield Harry, (1975). Assessment and Testing – An Introduction.
[39]. Sierra Leone National Curriculum Development Centre. Department of Education (June 1993 ) – Republic of Sierra Leone Teaching Syllabus for Junior Secondary Schools Physical Health Education.
[40] Solomon, M. & Lee, A. Entry Characteristics, practice variables and cognition. Students mediation of instruction. Journal of Teaching in Physical Education. 1998: 15: 135-150.
[41]. The World Fact book. 2005: 10
[42]. Tyler, Ralph W., and Smith, Eugene. Appraising and Recording Student Progress Vol. 111 New York; Harper and Bros. 1942 Chapter 1.
[43]. V. R. Coward & T.C Lane (1987). Handbook of Physical Education for Primary Schools. Froward by H. W. R Hawes. Institute of Education Makere Unmiversity University College. PV.
[44]. UNESCO (Paris, 1991). Science and Technology Education Document series No. 41. Children Health and Science Child–to–Child Activities and Science and Technology Teaching.
[45]. Wilcox, C. R. (1988). Promoting parents as partners in Physical Education. The Physical Educator, 45, (1).
[46]. Wiles, K & Lovell, J ( 1975 ) . Supervision for better schools 4th Edition_Englewood Cliffs, New Jersey: Prentice-Hall.
[47]. Woods, A. M. & Weasmer J. R. (1998). Beat Burnout: Strategies for Remaining Professionally Stimulated in Teaching Elementary Physical Education, 9, (2) Champaign, Il: Human Kinetics.
[48] 刘贺.对学校体育课程资源开发利用的探讨.浙江体育科学.2004:26(3):53-56
[49] 李伟民.新课程实施与体育教师的专业化发展. 体育科研.2005:26(1):12-14
[50] 吴本连、季浏.学校体育课改中“自主学习”必要性和可行性研究.体育科研.2004:25(4):68-70
[51] 黄爱峰、顾渊彦.新中国中小学三代体育课程的历史省思.浙江体育科学.2004:26(3):49-52
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