我國部分高校拓展訓練教學大綱研究
發(fā)布時間：2018-12-12 13:31
【摘要】：本文以我國部分高校拓展訓練教學大綱為研究對象,在研究過程中以部分高校拓展訓練課任課教師和部分參加過該課程的學生為調(diào)查對象,并收集了七所高校的教學大綱作為研究的客觀依據(jù)。本文采用文獻資料法、專家訪談法、問卷調(diào)查法、數(shù)理統(tǒng)計法、實地考察法、對比分析法等多種科研方法,對北京大學、北京體育大學等七所高校的教學大綱及相關內(nèi)容進行研究,得出如下結論： (1)我國教育相關部門沒有編寫基礎性的高校拓展訓練課教學大綱,一部分院校也沒有適時自主編制教學大綱；高校拓展訓練課教學沒有統(tǒng)一、規(guī)范的,教材。 (2)筆者所調(diào)研的七所高校都購買或者教師自制了部分拓展訓練課的專用器材；拓展訓練課的專用場地和中高空組合訓練架等專門設施并不是開設拓展訓練課程的必要條件。 (3)各高校是為了適應素質(zhì)教育改革的趨勢和當代大學生全面發(fā)展的需求,課程以提高大學生的身心健康、良好的溝通能力、社會適應能力、團隊凝聚力、社會責任感等綜合素質(zhì)為目標,力求使學生由“學校人”向“社會人”、“企業(yè)人”轉(zhuǎn)變,成為社會優(yōu)秀人才。 (4)按照不同的方法可以將拓展訓練項目分為不同的類型,將拓展訓練項目進行分類,可以更加便于選擇、編排組合符合教學目標、師資情況和學生特點的教學內(nèi)容,以提高教學質(zhì)量；教學內(nèi)容都包括理論部分和實踐部分；但是各高校沒有根據(jù)地區(qū)和地形地貌等的特點選擇安排水上項目和野外項目,教學內(nèi)容不夠豐富、全面。 (5)各高校教學進度與學時安排方面存在較大的差異,長期、系統(tǒng)的教學安排應體現(xiàn)出教學內(nèi)容的階段性和層次性的特點,以不斷的引導學生達到新一輪的高峰體驗,實現(xiàn)教學目標。 (6)拓展訓練課考核方式一般為理論結合實踐,但是拓展訓練作為提高學生綜合素質(zhì)的體驗式教育,僅僅從理論、實踐、學習態(tài)度、身體素質(zhì)等幾個方面很難做出客觀、全面的成績評定。
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G895-4
本文編號：2374660
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【學位授予單位】：北京體育大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G895-4
【參考文獻】
相關期刊論文 前1條
1 張茂泉;;基于體驗式學習的高校體育拓展訓練課程設計研究[J];吉林體育學院學報;2010年02期
，本文編號：2374660
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