本文選題：體育教育 + 學(xué)校體育�。� 參考：《體育文化導(dǎo)刊》2017年08期

【摘要】：采用文獻資料法等,從概念、現(xiàn)象、病理、本源和對策五個方面探討學(xué)校體育運動弱勢群體的補救教學(xué)行為。主要結(jié)論:體育教學(xué)補救過程包括補救對象篩選(教師和受眾)、課程安排、教學(xué)實施、管理與評價四個階段;補救人群涵蓋殘障、疾病、運動能力差、體型各異、教育棄兒和社會性弱勢群;其篩選方式有運動技能和身體素質(zhì)測驗、課堂觀察、教學(xué)經(jīng)驗鑒別、心理問卷診斷、體質(zhì)健康監(jiān)測、認知測驗等;從落實學(xué)校體育教育起點公平、推動過程公平和實現(xiàn)結(jié)果公平三階段,可有效阻止非必要體育補救教學(xué)的發(fā)生。
[Abstract]:This paper discusses the remedial teaching behavior of school sports vulnerable groups from five aspects: concept, phenomenon, pathology, origin and countermeasure. The main conclusions are as follows: the remedial process of PE teaching includes four stages: the selection of remedial objects (teachers and audience, curriculum arrangement, teaching implementation, management and evaluation), the remedy population covers disability, disease, poor athletic ability, and different body types. Education of abandoned children and social vulnerable groups, including sports skills and physical fitness tests, classroom observation, teaching experience identification, psychological questionnaire diagnosis, physical health monitoring, cognitive tests, etc. Promoting the process fairness and realizing the result fairness can effectively prevent the non-essential sports remedial teaching from happening.
【作者單位】： 石河子大學(xué)體育學(xué)院;南京師范大學(xué)體育科學(xué)學(xué)院;
【基金】：國家社會科學(xué)基金青年項目(13CTY030)
【分類號】：G807
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本文編號：1908331