体育教学设计理论体系的构建
|
摘要
《体育(与健康)》新课程的推广实施，对体育教师的专业发展提出了更高的要求。它要求广大中小学体育教师改变多年来习以为常的教育观念、教学行为和工作方式，重塑自我、重构课堂、重建教学。体育教学设计技能是体育教师专业发展内涵中不可或缺的重要组成，是教师实施《体育(与健康)》课程标准必备的一项教学技能。然而，即使是业已走向专业觉醒、专业自觉、专业自主的体育教师，面对体育教学设计理论和方法的缺失，也表现出万般的无奈。在这种情形下，体育教学设计理论体系的构建，正是为满足体育教师专业发展的需求，完善体育教育专业理论结构所做的些许尝试。本文主要采用文献资料、调查访谈、经验总结、逻辑分析、统计分析等方法对体育教学设计的概念、价值、特性、内容、方法论、过程模式等问题进行了系统的研究。
体育教学设计是沟通体育教学理论与体育教学实践的“桥梁学科”。它有利于体育教学工作的科学化、有利于体育教学理论与实践的结合、有利于对青年教师的培养、有利于体育教师的专业发展。
体育教学设计是指以体育专业基础理论、学习理论、传播理论、教学媒体论等相关的理论与技术为基础，运用系统方法分析体育教学问题、确定体育教学目标、设计解决体育教学问题的策略方案、试行方案、评价试行结果和修改方案的系统化计划过程。它有系统性、灵活性、科学性和艺术性等特点。它不是力求发现客观存在的尚不为人知的体育教学规律，而是运用已知的体育教学规律去创造性地解决体育教学中的问题。
体育教学设计本质上是一个分析体育教学问题、构建解决方案，并对该方案进行预试、评价和修改，为体育教学最优化创造条件的过程；形式上是一套进行系统化计划的具体工作步骤和程序；实际成果是经过验证的各个层次的体育教学系统实施方案，包括体育教学目标、教学计划、教学大纲、教学进度、教学方案和为实现一定教学目标所需的整套教材(印刷的或视听的)、学习指导、教师用书等，以及对所有体育教学活动和教学过程中所需的辅助工作做出具体说明的教学实施计划。
体育教学设计主要有两大类。一类是体育课程设计，它包括制定体育课程标准、制定体育课程实施方案、制定体育教学大纲、编选体育教材、编制体育多媒
体课件等;另一类是体育课堂教学设计，它包括学期教学计划设计、单元教学计
划设计、课时教学计划设计、体育教学事项设计等。
体育教学设计有其专门的方法—模式化方法，在整体性原则、动态性原则、
最优化原则的指导下，我们通常采用“前期分析一体育教学目标编制一体育学习
任务分析一体育教学方案设计~体育教学方案评价、修改”这一过程模式，对这
一模式的各个环节本文还提出了的一些具体方法。
体育教学设计的评价是一个不可回避的重大问题。评价体育教学设计成果主
要采用形成性评价，本文就此提出了具体的工作步骤，但对体育教学设计评价的
研究还很不够，还需同行专家进一步的共同努力，解决好这个难题。
通过专家问卷调查验证了上述体育教学设计的基本理论体系的构建，典型的
体育教学设计核心技术的应用实证也表明了它的可行性、有效性。事实上，有事
业心的体育教师为了追求体育教学的效果和效率，都在自觉不自觉地进行着体育
教学设计工作，但这种设计往往受到教师自身教学经验、知识水平、传统习惯、
工作环境等因素的限制，所以它是一种经验式的体育教学设计。本文的最终目标
旨在将这些经验式的体育教学设计一提升到理论高度并形成理论体系，以完善体育
教师培养和发展的专业理论架构。
As the expansion of the curriculum "Physical Education and Wellness (Physical Education)", greater request is raised to the P.E. teachers in their major development. All the P.E. teachers in middle schools and primary schools need to shift their habitual teaching ideas, teaching behaviors and working methods. They also need to remold themselves, reconstruct the class and rebuild the teaching, which are great challenge to the development of P.E. teachers' major. The skill of instructional design in P.E. is an important part in the development of P.E. teachers' major, as well as a kind of teaching skill that teachers must master to actualize curriculum standard of "Physical Education and Wellness (Physical Education)". However, facing the lack of theory and method in instructional design in P.E., even the P.E. teachers who have become professional roused, professional self-conscious and professional independent feel so difficult. In this situation, the structure of design theoretic system in P.E. is just to sa
tisfy the development of Physical Education and do some trying work to perfect theoretic structure of Physical Education major. The methods which used by this paper include literature and data collection, inquiry and interview, experience conclusion, logistic analyzing, statistical analyzing and so on. With these methods, the paper does a systematic research on the concept, value, character, content, methodology and process model in instructional design in P.E..
Instructional design in P.E. is the "bridge subject" in communicating P.E. instructional theory and P.E. instructional practice. It is of great help to make P.E. teaching work scientific, combine the theory and practice of P.E. teaching, to train the young teachers and to develop P.E. major.
Instructional design in P.E. is to use systematic method to analyze P.E. teaching problems, decide P.E. teaching object, design the strategic project and trying project to solve the P.E. teaching problems, estimate trying result and amend project. It is a systematic planning process, which based on P.E. professional basic theory, study theory; transmit theory, teaching media theory and other relevant theory. It has the feature of systematism, agility, scientism and artistry. It is not for discovering existent P.E. teaching rules, but for creatively solving the problems in P.E. teaching with known P.E. teaching rules.
P.E. instructional design essentially is a process of analyzing P.E. teaching problems, constructing solving project, then forecast, estimate and perfect the project and at last create the condition to optimize P.E. teaching. It formally is a concrete working procedure to plan systematically, actually is an approved P.E. teaching systematic project of all the levels, including P.E. teaching aim, teaching plan, teaching outline, teaching schedule, teaching project and a set of
teaching material l(printed or audiovisual), studying guidance, teachers' book and so on. It also includes the entire teaching plans, which make explanations to the necessary assistant tools in P.E. teaching process.
Instructional design in P.E. mainly includes two parts. The first is P.E. curriculum design which involves making P.E. curriculum standard, making P.E. curriculum project, making P.E. teaching outline, compiling P.E. teaching material and compiling P.E. multimedia courseware. The second part is P.E. teaching design, which involves semester teaching plan design, unit teaching plan design, hour teaching plan design and P.E. teaching proceeding design.
P.E. instructional design has its special method--mode method, under the guide of entirety,
dynamic principal and optimization, we usually use "early analyze - P.E. teaching aim compile - P.E. study task analyze - P.E. teaching project design - P.E. teaching project estimation and amend". To these modes the paper also raise some concrete methods.
P.E. instructional design is a great problem that cannot be obviated. The estimation of P.E. teaching design mostly uses wrought estimation. The paper raises the working ste
体育教学设计是沟通体育教学理论与体育教学实践的“桥梁学科”。它有利于体育教学工作的科学化、有利于体育教学理论与实践的结合、有利于对青年教师的培养、有利于体育教师的专业发展。
体育教学设计是指以体育专业基础理论、学习理论、传播理论、教学媒体论等相关的理论与技术为基础，运用系统方法分析体育教学问题、确定体育教学目标、设计解决体育教学问题的策略方案、试行方案、评价试行结果和修改方案的系统化计划过程。它有系统性、灵活性、科学性和艺术性等特点。它不是力求发现客观存在的尚不为人知的体育教学规律，而是运用已知的体育教学规律去创造性地解决体育教学中的问题。
体育教学设计本质上是一个分析体育教学问题、构建解决方案，并对该方案进行预试、评价和修改，为体育教学最优化创造条件的过程；形式上是一套进行系统化计划的具体工作步骤和程序；实际成果是经过验证的各个层次的体育教学系统实施方案，包括体育教学目标、教学计划、教学大纲、教学进度、教学方案和为实现一定教学目标所需的整套教材(印刷的或视听的)、学习指导、教师用书等，以及对所有体育教学活动和教学过程中所需的辅助工作做出具体说明的教学实施计划。
体育教学设计主要有两大类。一类是体育课程设计，它包括制定体育课程标准、制定体育课程实施方案、制定体育教学大纲、编选体育教材、编制体育多媒
体课件等;另一类是体育课堂教学设计，它包括学期教学计划设计、单元教学计
划设计、课时教学计划设计、体育教学事项设计等。
体育教学设计有其专门的方法—模式化方法，在整体性原则、动态性原则、
最优化原则的指导下，我们通常采用“前期分析一体育教学目标编制一体育学习
任务分析一体育教学方案设计~体育教学方案评价、修改”这一过程模式，对这
一模式的各个环节本文还提出了的一些具体方法。
体育教学设计的评价是一个不可回避的重大问题。评价体育教学设计成果主
要采用形成性评价，本文就此提出了具体的工作步骤，但对体育教学设计评价的
研究还很不够，还需同行专家进一步的共同努力，解决好这个难题。
通过专家问卷调查验证了上述体育教学设计的基本理论体系的构建，典型的
体育教学设计核心技术的应用实证也表明了它的可行性、有效性。事实上，有事
业心的体育教师为了追求体育教学的效果和效率，都在自觉不自觉地进行着体育
教学设计工作，但这种设计往往受到教师自身教学经验、知识水平、传统习惯、
工作环境等因素的限制，所以它是一种经验式的体育教学设计。本文的最终目标
旨在将这些经验式的体育教学设计一提升到理论高度并形成理论体系，以完善体育
教师培养和发展的专业理论架构。
As the expansion of the curriculum "Physical Education and Wellness (Physical Education)", greater request is raised to the P.E. teachers in their major development. All the P.E. teachers in middle schools and primary schools need to shift their habitual teaching ideas, teaching behaviors and working methods. They also need to remold themselves, reconstruct the class and rebuild the teaching, which are great challenge to the development of P.E. teachers' major. The skill of instructional design in P.E. is an important part in the development of P.E. teachers' major, as well as a kind of teaching skill that teachers must master to actualize curriculum standard of "Physical Education and Wellness (Physical Education)". However, facing the lack of theory and method in instructional design in P.E., even the P.E. teachers who have become professional roused, professional self-conscious and professional independent feel so difficult. In this situation, the structure of design theoretic system in P.E. is just to sa
tisfy the development of Physical Education and do some trying work to perfect theoretic structure of Physical Education major. The methods which used by this paper include literature and data collection, inquiry and interview, experience conclusion, logistic analyzing, statistical analyzing and so on. With these methods, the paper does a systematic research on the concept, value, character, content, methodology and process model in instructional design in P.E..
Instructional design in P.E. is the "bridge subject" in communicating P.E. instructional theory and P.E. instructional practice. It is of great help to make P.E. teaching work scientific, combine the theory and practice of P.E. teaching, to train the young teachers and to develop P.E. major.
Instructional design in P.E. is to use systematic method to analyze P.E. teaching problems, decide P.E. teaching object, design the strategic project and trying project to solve the P.E. teaching problems, estimate trying result and amend project. It is a systematic planning process, which based on P.E. professional basic theory, study theory; transmit theory, teaching media theory and other relevant theory. It has the feature of systematism, agility, scientism and artistry. It is not for discovering existent P.E. teaching rules, but for creatively solving the problems in P.E. teaching with known P.E. teaching rules.
P.E. instructional design essentially is a process of analyzing P.E. teaching problems, constructing solving project, then forecast, estimate and perfect the project and at last create the condition to optimize P.E. teaching. It formally is a concrete working procedure to plan systematically, actually is an approved P.E. teaching systematic project of all the levels, including P.E. teaching aim, teaching plan, teaching outline, teaching schedule, teaching project and a set of
teaching material l(printed or audiovisual), studying guidance, teachers' book and so on. It also includes the entire teaching plans, which make explanations to the necessary assistant tools in P.E. teaching process.
Instructional design in P.E. mainly includes two parts. The first is P.E. curriculum design which involves making P.E. curriculum standard, making P.E. curriculum project, making P.E. teaching outline, compiling P.E. teaching material and compiling P.E. multimedia courseware. The second part is P.E. teaching design, which involves semester teaching plan design, unit teaching plan design, hour teaching plan design and P.E. teaching proceeding design.
P.E. instructional design has its special method--mode method, under the guide of entirety,
dynamic principal and optimization, we usually use "early analyze - P.E. teaching aim compile - P.E. study task analyze - P.E. teaching project design - P.E. teaching project estimation and amend". To these modes the paper also raise some concrete methods.
P.E. instructional design is a great problem that cannot be obviated. The estimation of P.E. teaching design mostly uses wrought estimation. The paper raises the working ste
引文
1．R.M.加涅、L.J.布里格斯、W.W.韦杰著．皮连生、庞维国等译．教学设计原理．华东师范大学出版社，1999
2．R.M.加涅著．皮连生、王映学、郑葳等译．学习的条件和教学论．华东师范大学出版社，1999
3．张祖忻主编．教学设计：基本原理和方法．上海外语教育出版社，1992
4．章伟民编著．教学设计基础．北京：电子工业出版社，1998
5．乌美娜主编．教学设计．高等教育出版社，1994
6．皮连生主编．学与教的心理学．华东师范大学出版社，1997
7．皮连生主编．知识分类与目标导向教学——理论与实践．华东师范大学出版社，1998
8．邵瑞珍主编．教育心理学．上海教育出版社，1997
9．施良方著．学习论：学习心理学的理论与原理．人民教育出版社，1994
10．许高厚主编．课堂教学艺术．北京师范大学出版社，1998
11．毛祖桓著．教育学的系统观与教育系统工程．四川教育出版社，1988
12．孙可平编著．现代教学设计纲要．陕西人民教育出版社，1998
13．李蔚著．提高课堂教学质量的心理学问题．教育科学出版社，1992
14．R.M.加涅主编．张杰夫主译．教育技术学基础．教育科学出版社，1992
15．孙立仁主编．微格教学理论与实践研究．科学出版社，1997
16．谭项良编著．学习风格论．江苏教育出版社，1995
17．李晓文、王莹编著．教学策略．高等教育出版社，2000
18．杨心德编著．中学课堂教学管理心理．杭州大学出版社，1993
19．祝蓓里、季浏主编．体育心理学．高等教育出版社，2000
20．李祥主编．学校体育学．高等教育出版社，2001
21．中华人民共和国教育部制定．体育与健康课程标准．人民教育出版社，2003
22．饶见维．教师专业发展．(台湾)五南图书出版公司，1996
23．唐玉光．教师专业发展的研究．外国教育资料，1996年第6期
24．蔡守龙．课程改革与教师专业发展．当代教育科学，2003年第18期
25．吴庆麟著．教育心理学．人民教育出版社，1999
26．叶澜．跨世纪中国教师教育发展的若干问题．中国大学教学，1998年02期
27．叶澜．教育理论与教育实践关系的再寻找．中国教育学刊，2001年第4期
28. Driscoll, M. (Ed.) (1996). Instructional strategy research (Part Ⅴ). In D. H. Jonnasen (Ed.) Handbook for educational communications and technology: A project of Association for Educational Communications and Technology. Washington, D.C: AECT
29. Fleming, M., & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from the behavioral and cognitive sciences. Englewood Cliff, N.J: Eductional Technology Publications.
30. Leshin, C. B., Pollock, J., & Reigleth, C. M. (1992). Instructional design strategies and tactics. Englewood Cliff, N.J: Eductional Technology Publications.
31. Smith, P. & Ragan, T. J. (1999). Instructional design (2nd Ed.). Upper Saddle River, N.J: Prentice Hall.
32．铃木克明(1989)，米国授业设计研究動向，「日本教育工学杂志」13(1)，1-14
2．R.M.加涅著．皮连生、王映学、郑葳等译．学习的条件和教学论．华东师范大学出版社，1999
3．张祖忻主编．教学设计：基本原理和方法．上海外语教育出版社，1992
4．章伟民编著．教学设计基础．北京：电子工业出版社，1998
5．乌美娜主编．教学设计．高等教育出版社，1994
6．皮连生主编．学与教的心理学．华东师范大学出版社，1997
7．皮连生主编．知识分类与目标导向教学——理论与实践．华东师范大学出版社，1998
8．邵瑞珍主编．教育心理学．上海教育出版社，1997
9．施良方著．学习论：学习心理学的理论与原理．人民教育出版社，1994
10．许高厚主编．课堂教学艺术．北京师范大学出版社，1998
11．毛祖桓著．教育学的系统观与教育系统工程．四川教育出版社，1988
12．孙可平编著．现代教学设计纲要．陕西人民教育出版社，1998
13．李蔚著．提高课堂教学质量的心理学问题．教育科学出版社，1992
14．R.M.加涅主编．张杰夫主译．教育技术学基础．教育科学出版社，1992
15．孙立仁主编．微格教学理论与实践研究．科学出版社，1997
16．谭项良编著．学习风格论．江苏教育出版社，1995
17．李晓文、王莹编著．教学策略．高等教育出版社，2000
18．杨心德编著．中学课堂教学管理心理．杭州大学出版社，1993
19．祝蓓里、季浏主编．体育心理学．高等教育出版社，2000
20．李祥主编．学校体育学．高等教育出版社，2001
21．中华人民共和国教育部制定．体育与健康课程标准．人民教育出版社，2003
22．饶见维．教师专业发展．(台湾)五南图书出版公司，1996
23．唐玉光．教师专业发展的研究．外国教育资料，1996年第6期
24．蔡守龙．课程改革与教师专业发展．当代教育科学，2003年第18期
25．吴庆麟著．教育心理学．人民教育出版社，1999
26．叶澜．跨世纪中国教师教育发展的若干问题．中国大学教学，1998年02期
27．叶澜．教育理论与教育实践关系的再寻找．中国教育学刊，2001年第4期
28. Driscoll, M. (Ed.) (1996). Instructional strategy research (Part Ⅴ). In D. H. Jonnasen (Ed.) Handbook for educational communications and technology: A project of Association for Educational Communications and Technology. Washington, D.C: AECT
29. Fleming, M., & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from the behavioral and cognitive sciences. Englewood Cliff, N.J: Eductional Technology Publications.
30. Leshin, C. B., Pollock, J., & Reigleth, C. M. (1992). Instructional design strategies and tactics. Englewood Cliff, N.J: Eductional Technology Publications.
31. Smith, P. & Ragan, T. J. (1999). Instructional design (2nd Ed.). Upper Saddle River, N.J: Prentice Hall.
32．铃木克明(1989)，米国授业设计研究動向，「日本教育工学杂志」13(1)，1-14