本文選題：武術(shù)教育 + 建構(gòu)主義��； 參考：《上海體育學(xué)院》2017年博士論文

【摘要】：2010年啟動(dòng)的新一輪的課程改革現(xiàn)已進(jìn)入深化階段,在課程改革進(jìn)一步深化的形式下,滿足武術(shù)課程改革的深化需求,使武術(shù)課程改革與課程改革理念更加契合是本研究的目標(biāo)之一。從武術(shù)課程的發(fā)展理念而言,現(xiàn)代武術(shù)課程的發(fā)展突出了武術(shù)的中心地位,武術(shù)教育的意義被武術(shù)的發(fā)展訴求所掩蓋,改變武術(shù)課程以武術(shù)為中心的課程建設(shè)模式,使武術(shù)教育的發(fā)展遵從教育需求是本研究的目標(biāo)之二。在武術(shù)項(xiàng)目中生理學(xué)、文化學(xué)、訓(xùn)練學(xué)、武術(shù)學(xué)等知識(shí)內(nèi)容眾多,從知識(shí)的角度探索學(xué)生對武術(shù)課程的需求,從而構(gòu)建出課程模型這是本研究目的之三。近年來武術(shù)教育迎來了新的發(fā)展機(jī)遇,傳統(tǒng)武術(shù)作為課程內(nèi)容開始進(jìn)入學(xué)校課程體系,因此本研究也希望為傳統(tǒng)武術(shù)進(jìn)入學(xué)校課程的開辟一條科學(xué)路徑,使傳統(tǒng)武術(shù)更好的服務(wù)于教育的同時(shí)凸顯自身的價(jià)值,這是本研究的目的之四。本研究以知識(shí)論、學(xué)習(xí)論、課程論為切入點(diǎn)。知識(shí)論和學(xué)習(xí)論直接影響了現(xiàn)代課程建設(shè),知識(shí)論主要影響了課程的內(nèi)容和對象,學(xué)習(xí)論則主要影響了課程的形態(tài)、研究范式、范圍。知識(shí)論設(shè)立了一個(gè)精神框架,對課程的知識(shí)進(jìn)行篩選,因此知識(shí)觀決定課程內(nèi)容,也就是決定了學(xué)生“知”的維度;學(xué)習(xí)論主要指導(dǎo)課程的實(shí)踐,知識(shí)必須經(jīng)過思考、批判等認(rèn)知過程才能為學(xué)生所接受,學(xué)習(xí)的最終結(jié)果是促使學(xué)生形成一定的思維模式和思想,因此學(xué)習(xí)論在課程建設(shè)中的作用可以總結(jié)為“致思”。課程論主要是融合知識(shí)論和學(xué)習(xí)論的內(nèi)容對課程建設(shè)進(jìn)行指導(dǎo),因此課程論對“知”與“思”的實(shí)踐進(jìn)行指導(dǎo)�，F(xiàn)代武術(shù)課程建設(shè)的知識(shí)論、學(xué)習(xí)論和課程論基礎(chǔ)是武術(shù)課程現(xiàn)狀的決定性因素,因此研究從知識(shí)論、學(xué)習(xí)論、課程論出發(fā)對武術(shù)課程知識(shí)、學(xué)習(xí)、課程特征進(jìn)行了分析。從知識(shí)論的角度而言,當(dāng)今武術(shù)課程建設(shè)以科學(xué)知識(shí)論為基礎(chǔ),在科學(xué)知識(shí)論下武術(shù)知識(shí)呈現(xiàn)出封閉性、單一性和偽邏輯性特征;從學(xué)習(xí)論的角度而言,雖然心理科學(xué)已經(jīng)發(fā)展至認(rèn)知心理學(xué)階段,但是武術(shù)課程基本還是沿用了行為主義學(xué)習(xí)觀,在行為主義學(xué)習(xí)論下武術(shù)課程程的學(xué)習(xí)過程呈現(xiàn)出如下特征:內(nèi)容方面武術(shù)課程以封閉性替代開放性,動(dòng)機(jī)方面武術(shù)課程以外在利益取代內(nèi)在需求,互動(dòng)維度武術(shù)課程以單一維度的灌輸取代多方位的交流。從課程論的角度而言,現(xiàn)代以學(xué)科為單位的課程模式構(gòu)建了一個(gè)結(jié)構(gòu)化的課程體系,在結(jié)構(gòu)化的課程體系下武術(shù)課程呈現(xiàn)出三個(gè)方面的特征:課程內(nèi)容根基虛浮;政治因素成為了課程的立身之本;課程發(fā)展矛盾重重。建構(gòu)主義視閾下知識(shí)論、學(xué)習(xí)論、課程論的改變是建構(gòu)性武術(shù)課程與現(xiàn)有武術(shù)課程差異的來源,因此研究對建構(gòu)主義視閾下的知識(shí)論、學(xué)習(xí)論和課程論特征進(jìn)行分析。從知識(shí)論的角度而言,建構(gòu)主義否定了知識(shí)的絕對性,建構(gòu)主義并不認(rèn)為知識(shí)存在本質(zhì),知識(shí)只是一種純粹的形式關(guān)系,因此建構(gòu)主義知識(shí)觀表現(xiàn)出以下五點(diǎn)特征:知識(shí)的社會(huì)性、調(diào)和性、開放性、適用性和流動(dòng)性。建構(gòu)主義學(xué)習(xí)論建立在認(rèn)知主義心理理論基礎(chǔ)上,但是建構(gòu)主義學(xué)習(xí)論突出了學(xué)習(xí)過程是社會(huì)維度和個(gè)體維度的結(jié)合,突破了傳統(tǒng)學(xué)習(xí)理論注重單一層面的不足,認(rèn)為學(xué)習(xí)是個(gè)體與社會(huì)的互動(dòng)過程。建構(gòu)主義學(xué)習(xí)理觀的特點(diǎn)主要表現(xiàn)在三個(gè)方面;第一,重視學(xué)習(xí)過程主體性和差異性;第二,將學(xué)習(xí)視解構(gòu)與建構(gòu)不斷循環(huán)的過程;第三,注重學(xué)習(xí)的實(shí)踐性和情境性。建構(gòu)主義將課程視為學(xué)習(xí)活動(dòng)的組織形式,建構(gòu)主義視閾下課程論具有四個(gè)特征;第一,消解了課程的知識(shí)限定屬性;第二,打破了知識(shí)中心主義價(jià)值取向;第三,消除了課程的工具屬性;第四,改變了傳統(tǒng)課程的結(jié)構(gòu)。分析建構(gòu)主義知識(shí)論、學(xué)習(xí)論、課程論的變化對武術(shù)課程產(chǎn)生的具體影響是建構(gòu)主義武術(shù)課程建設(shè)指導(dǎo)剛要,因此文章對建構(gòu)主義知識(shí)論、學(xué)習(xí)論、課程論下武術(shù)課程發(fā)生的具體變化進(jìn)行了分析。知識(shí)論的變化對武術(shù)課程內(nèi)容的影響主要表現(xiàn)在四個(gè)方面;第一,社會(huì)是武術(shù)課程內(nèi)容的設(shè)置標(biāo)準(zhǔn)和評(píng)價(jià)標(biāo)準(zhǔn);第二,武術(shù)中的經(jīng)驗(yàn)知識(shí)和科學(xué)知識(shí)得到協(xié)調(diào);第三,擴(kuò)展武術(shù)課程知識(shí)的來源;第四,課程內(nèi)容以探索性項(xiàng)目替代確定知識(shí)。學(xué)習(xí)論對武術(shù)課程的影響主要表現(xiàn)在:第一,武術(shù)學(xué)習(xí)方式以互助式的學(xué)取代結(jié)構(gòu)式的教;第二,武術(shù)學(xué)習(xí)目標(biāo)以能力增長取代知識(shí)獲得;第三,武術(shù)學(xué)習(xí)環(huán)境以生動(dòng)情景取代單調(diào)課堂。課程論的變化對課程形式的影響;第一,武術(shù)課程的教與學(xué)的過程將逐步融合;第二,改變了傳統(tǒng)的武術(shù)課程結(jié)構(gòu)和界線。通過對建構(gòu)主義知識(shí)論、學(xué)習(xí)論和課程論的分析可知,建構(gòu)主義教育理論的核心理念是學(xué)生的中心地位,無論是課程目標(biāo)的確定、課程內(nèi)容的組織、課程評(píng)價(jià)的實(shí)施都必須體現(xiàn)學(xué)生的主體性,因此學(xué)生的認(rèn)知是課程建設(shè)的起點(diǎn)。為了了解學(xué)生對武術(shù)的認(rèn)知,確立課程建設(shè)的基礎(chǔ),研究編定《中小學(xué)生武術(shù)學(xué)習(xí)期望》調(diào)查問卷,探索學(xué)生對武術(shù)課程的需求,以學(xué)生的需求為基礎(chǔ)進(jìn)行課程建設(shè)。在經(jīng)過探索性因素分析、驗(yàn)證性因素分析后武術(shù)的學(xué)習(xí)期望表現(xiàn)為四個(gè)維度;武術(shù)知識(shí)、生理知識(shí)、社會(huì)化目標(biāo)和成就期望,以學(xué)生的認(rèn)知為基礎(chǔ)結(jié)合建構(gòu)主義知識(shí)論、學(xué)習(xí)論課程論的特征確定了課程的四個(gè)目標(biāo)。武術(shù)知識(shí)目標(biāo)主要包括了解武術(shù)技術(shù)、歷史、器械、拳種、禮儀等相關(guān)知識(shí),對武術(shù)文化有直觀的了解,并形成穩(wěn)定的武術(shù)觀念。生理知識(shí)目標(biāo)要求學(xué)生通過武術(shù)學(xué)習(xí)掌握身體部位和器官等生理知識(shí);并從生理學(xué)角度理解武術(shù)運(yùn)動(dòng)對健康促進(jìn)原理,能將生理學(xué)知識(shí)用于編創(chuàng)武術(shù)動(dòng)作和指導(dǎo)運(yùn)動(dòng)。成就目標(biāo)要求學(xué)生了解武術(shù)課程中的學(xué)習(xí)動(dòng)機(jī),掌握基本的動(dòng)機(jī)調(diào)控方法,知道用動(dòng)機(jī)調(diào)控學(xué)習(xí)。社會(huì)化目標(biāo)學(xué)生了解武術(shù)運(yùn)動(dòng)中基本道德、倫理,并且用武術(shù)倫理道德規(guī)范自己行為,形成一定的道德修、倫理素養(yǎng)和團(tuán)隊(duì)合作精神。不同年級(jí)的學(xué)生對武術(shù)課程的需求必然存在差異,研究沿用了《義務(wù)教育體育與健康課程標(biāo)準(zhǔn)》對不同年級(jí)學(xué)生的劃分方式,對上海市26所中小學(xué),600名學(xué)生進(jìn)行了調(diào)查,探索不同年級(jí)學(xué)生對武術(shù)課程期望的差異。重復(fù)量數(shù)方差分析后顯示不同年級(jí)對武術(shù)課程的需求存在顯著性差異,經(jīng)lsd事后檢驗(yàn)對不同年級(jí)的知識(shí)需求進(jìn)行排序,不同水平學(xué)生對武術(shù)課程知識(shí)的需求如下;水平二學(xué)生對武術(shù)課程的學(xué)習(xí)期望的排序依次為武術(shù)知識(shí)、生理知識(shí)、成就期望、社會(huì)關(guān)系;水平三學(xué)生對武術(shù)課程的學(xué)習(xí)期望的排序依次為成就期望、生理知識(shí)、武術(shù)知識(shí)、社會(huì)化期望;水平四學(xué)生對武術(shù)課程的學(xué)習(xí)期望的排序依次為成就期望、武術(shù)知識(shí)、生理知識(shí)、社會(huì)化期望。在對武術(shù)課程內(nèi)容確定之前確立了建構(gòu)主義課程內(nèi)容的組織需遵循三條準(zhǔn)則:第一,注重多學(xué)科之間的橫向連接;第二,內(nèi)容形式以獨(dú)立性動(dòng)作取代封閉套路;第三,注重內(nèi)容的引導(dǎo)性和探索性。課程內(nèi)容從教師活動(dòng)、探索項(xiàng)目、學(xué)生活動(dòng)、教學(xué)目標(biāo)四個(gè)方面進(jìn)行了建設(shè)。教師活動(dòng)主要包括資料準(zhǔn)備和組織引導(dǎo)兩個(gè)方面,資料由教師根據(jù)所交拳種的特征進(jìn)行準(zhǔn)備;教師的組織引導(dǎo)主要包括下面6個(gè)任務(wù):組建學(xué)習(xí)團(tuán)隊(duì)、布置任務(wù)、構(gòu)建情境、提供指導(dǎo)、檢查學(xué)習(xí)效果、調(diào)節(jié)學(xué)生關(guān)系;水平二學(xué)生共設(shè)置了5探索任務(wù),水平三學(xué)生設(shè)置了6個(gè)探索任務(wù),水平四學(xué)生設(shè)置了7個(gè)探索任務(wù)。建構(gòu)主義教育以培養(yǎng)學(xué)生德能力為主要目標(biāo),因此建構(gòu)性武術(shù)課程評(píng)價(jià)以改變了傳統(tǒng)的課程評(píng)價(jià)模式。從評(píng)價(jià)主體而言改變了教師在評(píng)價(jià)中的主導(dǎo)地位,從評(píng)價(jià)形式而言將評(píng)價(jià)分為小組內(nèi)評(píng)價(jià)、小組間評(píng)價(jià)、學(xué)生自評(píng)、教師評(píng)價(jià)四個(gè)板塊,并且確定了每個(gè)版塊的評(píng)價(jià)指標(biāo)。
[Abstract]:The new round of curriculum reform started in 2010 has now entered the deepening stage. In the form of further deepening of the curriculum reform, it is one of the objectives of this study to meet the deepening demand of the reform of Wushu courses and make the reform of Wushu curriculum and the concept of curriculum reform more fit. With the central position of Wushu, the significance of Wushu education is concealed by the demands of the development of Wushu. It will change the curriculum construction mode of Wushu as the center of Wushu, and make the development of Wushu education conform to the education demand is the two goal of this study. This is the three of the purpose of this study. In recent years, Wushu education has entered a new development opportunity. Traditional martial arts have entered the school curriculum as the content of the curriculum. Therefore, this study also hopes to open up a scientific path for the traditional martial arts to enter the school curriculum. Traditional martial arts better serve education at the same time highlighting its own value, which is the four purpose of this study. This study is based on knowledge theory, learning theory and curriculum theory. Knowledge theory and learning theory have a direct impact on the construction of modern curriculum. The theory of knowledge mainly affects the content and object of the course, and the theory of learning mainly affects the form of the course. The theory of knowledge sets up a spiritual framework to screen the knowledge of the curriculum. Therefore, the concept of knowledge determines the content of the course, that is, the dimension of the "knowledge" of the students; the theory of learning mainly guides the practice of the course, and the knowledge must be thought through, and the process of criticism is accepted by the students. The final result of the study is the result of the study. The role of learning theory in the course construction can be summed up as "thinking". Curriculum theory is mainly the integration of the content of knowledge theory and learning theory to guide the course construction, so the curriculum theory guides the practice of "knowledge" and "thought". The basis of the theory of learning and the theory of curriculum is the decisive factor of the present situation of Wushu courses. Therefore, the research is based on the analysis of knowledge, learning and curriculum of Wushu courses from knowledge theory, learning theory and curriculum theory. From the perspective of knowledge theory, the construction of Wushu courses is based on the theory of scientific knowledge, and the knowledge of Wushu is presented under the theory of scientific knowledge. It is closed, single and pseudo logical; from the angle of learning theory, although the psychological science has developed to the cognitive psychology stage, the martial arts curriculum basically still uses the behaviorist learning view. Under the behaviorism learning theory, the learning process of Wushu course shows the following characteristics: the content aspects of Wushu courses are closed. Instead of opening to the outside world, the motivation is to replace the inherent demand in the course of the martial arts, and the interactive dimension of the martial arts curriculum is replaced by a single dimension to replace the multidimensional communication. From the perspective of curriculum theory, a structured curriculum system is constructed by the modern subject based Curriculum model, and the Wushu course is presented under the structured curriculum system. The characteristics of the three aspects are as follows: the course content is groundless; the political factors have become the foundation of the curriculum; the curriculum development is contradictory. The change of knowledge theory, learning theory and curriculum theory under the constructivism view is the source of the difference between the constructivist Wushu course and the existing Wushu Course, so the study on the theory of knowledge and learning under the view of Constructivism From the perspective of the theory of knowledge, constructivism denies the absoluteness of knowledge. Constructivism does not consider the nature of knowledge, and knowledge is only a purely formal relationship. Therefore, the constructivist knowledge view shows the following five characteristics: the sociality, harmonization, openness, applicability and liquidity of knowledge. Constructivist learning theory is based on the theory of cognitive psychology, but the constructivist learning theory highlights the combination of the social dimension and the individual dimension, breaking through the shortcomings of the traditional learning theory which pays attention to the single level, and thinks that learning is the interaction between the individual and the society. The characteristics of the constructivist learning theory are mainly manifested. In three aspects: first, attach importance to the subjectivity and difference of the learning process; second, study the process of constructing and constructing the learning process; third, pay attention to the practical and situational of learning. Constructivism regards curriculum as the organizational form of learning activities, and curriculum theory has four characteristics under the constructivist threshold; first, it dispels the knowledge of the curriculum. Second, breaking the value orientation of the knowledge centralism; third, eliminating the tool properties of the curriculum; fourth, changing the structure of the traditional curriculum. Analysis of the concrete influence of constructivist knowledge theory, learning theory and curriculum theory on the formation of Wushu curriculum is the guiding principle of constructivist Wushu course construction, so the article is the construction master. The specific changes in Wushu courses are analyzed under the theory of semantic knowledge, learning theory and curriculum theory. The influence of the change of knowledge theory on the content of Wushu courses is mainly manifested in four aspects. First, the society is the standard and evaluation standard of the content of Wushu courses; second, the experience and scientific knowledge in Wushu are coordinated; third, expansion The source of knowledge in Wushu courses; fourth, the content of the curriculum is replaced by exploratory projects. The influence of learning theory on Wushu courses is mainly manifested in the following aspects: first, the way of Wushu learning is replaced by mutual aid; second, the learning goal of Wushu is acquired by ability to gain knowledge; and third, the learning environment of Wushu is a vivid scene Instead of the monotonous classroom. The changes in the curriculum theory affect the form of the curriculum; first, the process of teaching and learning of Wushu courses will gradually merge; second, the traditional Wushu curriculum structure and boundary are changed. Through the analysis of constructivist knowledge theory, learning theory and curriculum theory, the core concept of constructivist education theory is the center of students. Whether it is the determination of curriculum goals, the organization of curriculum content, the implementation of curriculum evaluation must reflect the students' subjectivity, so the students' cognition is the starting point of the course construction. In order to understand the students' cognition of Wushu and establish the foundation of the curriculum construction, the study and compilation of the students' learning expectation of primary and middle school Wushu, and the exploration of the students to the martial arts are made. The needs of the curriculum are built on the basis of the needs of the students. After the analysis of the exploratory factors and the analysis of the confirmatory factor analysis, the learning expectation of Wushu is four dimensions, the Wushu knowledge, the physiological knowledge, the socialized goal and the achievement expectation, the constructivist knowledge theory based on the students' cognition, the specialty of the learning theory of curriculum. The four goals of the course are determined. The knowledge target of Wushu mainly includes knowledge of martial arts, history, equipment, boxing, etiquette and so on. It has a visual understanding of Wushu culture, and forms a stable concept of martial arts. Physical knowledge targets require students to learn physical knowledge of body parts and organs through martial arts; and from physiology. The angle of view is to understand the principles of promoting health in Wushu, and can use the knowledge of physiology to create martial arts action and guide movement. The achievement goal requires students to understand the learning motivation in the Wushu course, master the basic motive control methods, and know the motivation to control learning. Using the ethics of martial arts to standardize their own behavior, form a certain moral repair, ethical literacy and teamwork spirit. The students of different grades are bound to have differences in the needs of Wushu courses. The study follows the classification of the curriculum standard of compulsory education sports and health to the students of different grades, 26 primary and secondary schools in Shanghai and 600 students. A survey was conducted to explore the differences between students in different grades on the expectation of Wushu courses. After the analysis of variance analysis, there was a significant difference in the demand for Wushu courses in different grades. After the LSD post test, the needs of different grades were sorted, and the requirements for the knowledge of Wushu courses at different levels were as follows; and the level two students were to Wushu. The order of learning expectation of the course is Wushu knowledge, physiological knowledge, achievement expectation and social relationship, and the ranking three students' learning expectation of Wushu course is achievement expectation, physiological knowledge, Wushu knowledge, social expectation, and the ranking of level Four students' learning expectation of Wushu course is achievement expectation, Wushu knowledge, Physical knowledge, socialized expectations. In the determination of the content of constructivist curriculum before the determination of the content of Wushu courses, the organization of the content of Constructivism should follow three principles: first, pay attention to the horizontal connection between multidisciplinary; second, the content form takes the independent action to replace the closed routine; third, the guidance and exploration of the content of the weight injection. The content of the curriculum is from the teacher's life. There are four aspects of the construction of the activities, the exploration project, the student activities and the teaching objectives. The teachers' activities mainly include two aspects of material preparation and organization guidance. The material is prepared by the teachers according to the characteristics of the fist. The teacher's organizational guidance mainly includes the following 6 tasks: set up the study team, arrange the task, construct the situation, and provide guidance. Check the effect of learning and adjust the relationship between students; level two students have set up 5 exploration tasks, level three students set up 6 exploration tasks, level Four students set up 7 exploration tasks. Constructivist education to cultivate students' moral ability as the main goal, so constructivism Wushu course evaluation to change the traditional curriculum evaluation model. From evaluation The price subject has changed the teacher's dominant position in the evaluation. From the form of evaluation, the evaluation is divided into group evaluation, inter group evaluation, self-evaluation of students, teacher evaluation four plates, and the evaluation indexes of each block are determined.
【學(xué)位授予單位】：上海體育學(xué)院
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

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