發(fā)布時(shí)間：2018-05-25 13:55

  本文選題：體育教學(xué)論 + 教材��； 參考：《北京體育大學(xué)》2017年碩士論文

【摘要】：我國《體育教學(xué)論》教材經(jīng)過近三十年的發(fā)展,在傳播體育教學(xué)理論、培養(yǎng)體育教學(xué)人才上做出了貢獻(xiàn)。本文通過對(duì)《體育教學(xué)論》教材內(nèi)容的演進(jìn)軌跡進(jìn)行梳理,審視其不同階段變化發(fā)展的特點(diǎn),通過與《體育教學(xué)論》教材聯(lián)系緊密的母學(xué)科《教學(xué)論》和《學(xué)校體育學(xué)》、《體育教材教法》等教材內(nèi)容進(jìn)行比較,結(jié)合社會(huì)背景分析影響其內(nèi)容演進(jìn)的因素,總結(jié)出我國《體育教學(xué)論》教材內(nèi)容的學(xué)科特征和發(fā)展規(guī)律與經(jīng)驗(yàn)。主要結(jié)論如下:1.我國《體育教學(xué)論》教材的內(nèi)容演進(jìn)經(jīng)歷了探索初立階段(1988-2000年)、獨(dú)立發(fā)展階段(2001-2006年)、深化完善階段(2007至今)三個(gè)歷史時(shí)期。2.我國《體育教學(xué)論》教材內(nèi)容在演進(jìn)的過程中編寫理念從以“增強(qiáng)體質(zhì)為主”過渡到“健康第一”,從“重視技能學(xué)習(xí)”過渡到“以學(xué)生發(fā)展為主”;內(nèi)容數(shù)量上經(jīng)歷了由內(nèi)容缺失到全面闡述再到以“實(shí)用性”為準(zhǔn)則進(jìn)行精簡;內(nèi)容選擇上由與《學(xué)校體育學(xué)》和《體育教材教法》等相關(guān)學(xué)科重復(fù)過多到凸顯學(xué)科特色;研究視野由單一擴(kuò)大到跨學(xué)科和全球化的趨勢(shì)。3我國《體育教學(xué)論》教材在初期發(fā)展過程中,其結(jié)構(gòu)體系是借鑒于《教學(xué)論》教材的內(nèi)容體系而產(chǎn)生,內(nèi)容上充分體現(xiàn)了體育學(xué)科的特色。其內(nèi)容所涉及的相關(guān)知識(shí)被《學(xué)校體育學(xué)》與《體育教材教法》教材的內(nèi)容所囊括,而且是從《學(xué)校體育學(xué)》與《體育教材教法》教材中分化而來。我國《體育教學(xué)論》教材內(nèi)容在演進(jìn)的過程中既按照自己固有的流變軌跡發(fā)展,又不斷地在與相關(guān)學(xué)科的流變軌跡發(fā)生碰撞。在借鑒相關(guān)學(xué)科的經(jīng)驗(yàn)同時(shí),強(qiáng)化《體育教學(xué)論》教材固有的特色屬性是《體育教學(xué)論》教材持續(xù)發(fā)展的方向。4我國《體育教學(xué)論》教材內(nèi)容在發(fā)展演變的過程中會(huì)受到多種外部因素共同影響,但《體育教學(xué)論》的教材內(nèi)容在演變過程中也會(huì)保持著相對(duì)獨(dú)立性,其本身“內(nèi)在的邏輯性”和自我的“揚(yáng)棄”是其演變的推動(dòng)力之一。我國《體育教學(xué)論》教材內(nèi)容的演進(jìn)是內(nèi)外因共同作用的結(jié)果。5我國《體育教學(xué)論》教材內(nèi)容在演進(jìn)過程中學(xué)科特征越來越明晰、實(shí)用性被凸顯、學(xué)生主體的地位被強(qiáng)調(diào),與學(xué)校體育教學(xué)改革發(fā)展密切聯(lián)系、內(nèi)容和視角更加多元化、注重以學(xué)生為主體的“生本化”理念、積極探索學(xué)科屬性,突出實(shí)用性、課程論與教學(xué)論走向結(jié)合、本土化趨勢(shì)更加明顯將是未來的《體育教學(xué)論》教材內(nèi)容發(fā)展的方向。
[Abstract]:After nearly 30 years of development, the teaching materials of P. E. in our country have made contributions to the dissemination of the theory of physical education and the cultivation of sports teaching talents. In this paper, the author combs the evolution of the contents of the teaching materials of physical Education, and examines the characteristics of the changes and development of the teaching materials at different stages. By comparing the contents of the teaching materials such as "Teaching Theory", "School physical Education" and "the Teaching method of physical Education", which are closely related to the teaching materials of physical Education, this paper analyzes the factors that affect the evolution of the contents of the teaching materials in combination with the social background. This paper summarizes the subject characteristics, development rules and experience of the teaching material of P. E. in China. The main conclusions are as follows: 1. The content evolution of P. E. Teaching Theory in China has experienced three historical periods: the initial stage of exploration, the stage of independent development from 2001 to 2006, the stage of deepening perfection and the period from 2007 to present. In the course of the evolution of the teaching material content of P. E. in our country, the idea of compiling the teaching material is from "strengthening physique" to "health first", from "attaching importance to skill learning" to "focusing on students' development". The content quantity has experienced from the content missing to the comprehensive elaboration to the "practicability" as the criterion to be streamlined, the content selection has been repeated too much with the relevant subjects such as "School physical Education" and "physical Education Teaching material" to highlight the characteristics of the subject; The research field of vision has expanded from single to interdisciplinary and globalized.3 in the initial development process of the textbook of physical Education Teaching in China, its structural system was produced by drawing lessons from the content system of the teaching material of "Teaching Theory". The content fully reflects the characteristics of the sports discipline. The relevant knowledge involved in the contents is included in the contents of "School physical Education" and "physical Education textbook Teaching method", and it is differentiated from "School physical Education" and "physical Education Teaching method". In the course of evolution, the teaching materials of P. E. in our country have developed according to their own inherent rheological trajectory, and have been colliding with the rheological track of related disciplines. While learning from the experience of relevant disciplines, Strengthening the inherent characteristics of the Teaching material of physical Education is the direction of the sustainable development of the textbook. The contents of the textbook in China will be affected by various external factors in the course of development and evolution. However, the teaching material content of P.E. Teaching Theory also maintains its relative independence in the course of its evolution, and its "intrinsic logic" and "sublation" of itself are one of the driving forces of its evolution. The Evolution of the Teaching material content of P. E. Teaching in China is the result of the interaction of internal and external factors. In the course of evolution, the subject characteristics of the teaching material are more and more clear, the practicability is highlighted, and the status of the main body of the students is emphasized. It is closely related to the reform and development of school physical education teaching, and its contents and perspectives are more diversified. It pays attention to the student-oriented concept of "student-oriented", actively explores the subject attributes, highlights the practicability, and combines the curriculum theory with the teaching theory. The trend of localization will be the direction of the development of teaching materials in the future.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G807.4

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 章嵐,顧麗燕;論體育教學(xué)論的研究對(duì)象[J];內(nèi)蒙古社會(huì)科學(xué)(漢文版);2000年02期

2 張學(xué)忠,毛振明,崔穎波,陳海波,吳鍵5;體育教學(xué)論的概念、性質(zhì)、對(duì)象和任務(wù)的研究[J];成都體育學(xué)院學(xué)報(bào);2005年04期

3 陳瑋君;;體育教學(xué)論的學(xué)科性質(zhì)與特征[J];湖南農(nóng)業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版.素質(zhì)教育研究);2007年02期

4 宋海霞;宋海燕;;對(duì)體育教學(xué)論的新思考[J];湖南第一師范學(xué)報(bào);2008年03期

5 趙利;田雨普;;體育教學(xué)論發(fā)展:反觀與前瞻的沉思[J];成都體育學(xué)院學(xué)報(bào);2011年04期

6 趙林;;論體育教學(xué)論的范式與動(dòng)力機(jī)制研究[J];體育博覽;2011年10期

7 章嵐,顧麗燕;淺談體育教學(xué)論的學(xué)科特征及與其它幾門相鄰學(xué)科之間的區(qū)別與聯(lián)系[J];內(nèi)蒙古科技與經(jīng)濟(jì);2000年01期

8 董取勝;李可可;張景;;美、德、日、中四國體育教學(xué)論的比較研究[J];吉林體育學(xué)院學(xué)報(bào);2008年02期

9 張彥秋;;四大學(xué)習(xí)理論對(duì)我國體育教學(xué)論的影響[J];哈爾濱體育學(xué)院學(xué)報(bào);2009年04期

10 周建偉;史永濤;楊曦;;體育教學(xué)論內(nèi)容體系的構(gòu)成研究[J];大家;2011年11期

相關(guān)會(huì)議論文 前1條

1 張寶花;張育存;馮青山;王永生;;我國高等院校體育教學(xué)論發(fā)展趨勢(shì)探析[A];第二十三屆全國高校田徑科研論文報(bào)告會(huì)論文專輯[C];2013年

相關(guān)碩士學(xué)位論文 前4條

1 吳知恒;我國《體育教學(xué)論》教材內(nèi)容演進(jìn)研究[D];北京體育大學(xué);2017年

2 王德慧;體育教學(xué)論內(nèi)容體系優(yōu)化與完善[D];西南大學(xué);2009年

3 呂勇;我國體育教學(xué)論發(fā)展研究[D];湖南師范大學(xué);2009年

4 周雪林;我國本科《體育教學(xué)論》實(shí)踐教學(xué)體系的構(gòu)建研究[D];湖南師范大學(xué);2010年

，

本文編號(hào)：1933358