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一、指导思想不同 课程标准强调体育与健康课程以“健康第一”为指导思想,以身体、心理和社会适应的整体健康为课程目标;体育教学大纲则主要是以“增强学生体质”为指导思想,比较忽视心理健康和社会适应这两个健康维度。 二、目标体系不同 课程标准包括具有递进关系的层次目标,即课程目标、领域目标和水平目标,这使得课程目标更加具体化,更具操作性;体育教学大纲则只有比较笼统的、操作性不强的课程目标,且教学内容、评价内容与目标要求不太一致。 三、学习领域不同课程标准包括运动参与、运动技能、身体健康、
First, the guiding ideology The different curriculum standards emphasize the “health first” as the guiding ideology for physical education and health curriculum, and the overall health of the physical, psychological and social adaptation as the curriculum objectives; the physical education syllabus is mainly guided by the “enhancement of student physique”. The ideology ignores the two healthy dimensions of mental health and social adaptation. Second, the target system Different curriculum standards include hierarchical goals with progressive relations, that is, curriculum objectives, domain goals and level goals, which makes the curriculum objectives more specific and more operational; physical education syllabus is only more general, operational Not strong curriculum objectives, and teaching content, evaluation content and target requirements are not consistent. Third, the different curriculum standards in the learning area include sports participation, sports skills, physical health,