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一、对什么是教学内容的再认识将“课程内容=教材内容=教学内容”是目前学校体育理论界普遍存在的问题,但实质上,课程内容、教材内容、教学内容是三个互有联系但又有不同指向的概念。[1]厘清这些概念,将有助于理论界与一线教师能分别从课程层面、教材编制层面及教学层面进行更有针对性的研究与探讨,有效落实体育与健康课程标准,提高体育教育教学的质量。笔者在前期研究中指出:体育与健康课程内容是为了达到特定的体育课程目标而选择的事实、概念、原理、技能、策略、态度、价值观等要素。[2]作为内含着要素的“运动参与、运动技能、身体健康、心理健康与社会适应”四个学习方面及六大类运动,是体育课程内容的基本构成;体育教材内容是教材(主要指各种运动项目)中的具体内容,是各种身体游戏和运动项目中具体的运动动
First, what is the re-understanding of the teaching content? “Course content = teaching content = teaching content” is a common problem in school sports theory, but in essence, the course content, teaching material, teaching content is three Connected but differentiated concepts. [1] To clarify these concepts, it will help theorists and front-line teachers to conduct more targeted research and discussion respectively from the curriculum level, teaching material compilation level and teaching level, to effectively implement the physical education and health curriculum standards and improve the teaching of physical education the quality of. The author pointed out in the previous research: Physical education and health course content is the fact, concept, principle, skill, tactics, attitude, values and other factors selected in order to achieve the specific physical education curriculum goal. [2] as the four elements of learning and the six major categories of sports that contain the elements of “sports participation, exercise skills, physical health, mental health and social adaptation ”, is the basic composition of the physical education curriculum content; physical education teaching materials are textbooks (Mainly refers to a variety of sports) in the specific content of a variety of body games and sports in the specific movement