小学体育课程目标实施现状的实证分析
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摘要
体育是学校教育的重要组成部分。进入21世纪后,在国家基础教育的课程改革中,我国的体育教育发生了巨大的变化,关注学生心理健康和社会适应的良好发展,成为体育课程的新内容之一。在目前,对于学校体育心理健康和社会适应的研究主要是探讨其在教学中渗透的方式和方法,并不关心一段时间的实施后学生是否发生了某些变化。特别是小学体育课受到人们的关注更是不多。与中学生相比,儿童在小学阶段将面临心理发展的重大变化:随着年龄的增长,社会活动范围日益扩大,而且人际交往形式趋于复杂,必然会直接影响他们对自己情绪调节能力的发展。所以小学生的心理和社会健康问题若得不到成人及时的引导和教育,将会对后续的初高中学习和参与社会生活产生消极的作用。本文拟将心理健康和社会适应的主要内容——情绪调节和人际交往为突破口,主要采用访谈和问卷等方法,对南宁市小学的体育教师和学生进行调查,作为对小学体育课课程目标实施成效的一个反映。
调查结果显示,南宁小学体育教师在课堂上对学生进行人际交往的渗透和引导效果要比情绪调节好。但是总体而言,体育教师在领域目标转化为教学目标,和开展学生心理健康和社会适应领域的学业评价等方面仍然存在着较大的困难。针对调查结果,从体育教师和地方教育行政部门两个角度,提出改进意见。
Physical education is an important part of school education. Great changes have taken place in physical education of china during the process of curricular reform of elementary education in the 21 century. Paying attention to the development of students' mental health and social adaptation is the new content of physical education in school. But at present, people pay little attention to whether students have changed after the instruction of mental health and social adaptation has been implemented in school physical education. They only explore the means of infiltration on mental health and social adaptation, especially physical education of elementary has aroused less interest. With grow of pupils, social communication will directly affect pupils' capacity development of emotional regulation when its scope turns more expansive and the form becomes complex. If the mental and social disorder of pupils can't be assisted effectively by adults, it will bring about negative influences on the further study and social activities of pupils. Through investigation and interview of pupils and physical education teachers in elementary in Nanning, the thesis is to report the effect about curriculum goals in elementary physical education, focusing on infiltration about emotional regulation and interpersonal communication which are the important contents of mental health and social adaptation in physical education lessons.
The result shows that the infiltration of interpersonal communication is better than emotional regulation. But generally speaking, physical education teachers have difficulties in turning field goals into instructive objectives and evaluating pupils about mental health and social adaptation. Some suggestions are given to the local department of education and physical education teachers.
调查结果显示,南宁小学体育教师在课堂上对学生进行人际交往的渗透和引导效果要比情绪调节好。但是总体而言,体育教师在领域目标转化为教学目标,和开展学生心理健康和社会适应领域的学业评价等方面仍然存在着较大的困难。针对调查结果,从体育教师和地方教育行政部门两个角度,提出改进意见。
Physical education is an important part of school education. Great changes have taken place in physical education of china during the process of curricular reform of elementary education in the 21 century. Paying attention to the development of students' mental health and social adaptation is the new content of physical education in school. But at present, people pay little attention to whether students have changed after the instruction of mental health and social adaptation has been implemented in school physical education. They only explore the means of infiltration on mental health and social adaptation, especially physical education of elementary has aroused less interest. With grow of pupils, social communication will directly affect pupils' capacity development of emotional regulation when its scope turns more expansive and the form becomes complex. If the mental and social disorder of pupils can't be assisted effectively by adults, it will bring about negative influences on the further study and social activities of pupils. Through investigation and interview of pupils and physical education teachers in elementary in Nanning, the thesis is to report the effect about curriculum goals in elementary physical education, focusing on infiltration about emotional regulation and interpersonal communication which are the important contents of mental health and social adaptation in physical education lessons.
The result shows that the infiltration of interpersonal communication is better than emotional regulation. But generally speaking, physical education teachers have difficulties in turning field goals into instructive objectives and evaluating pupils about mental health and social adaptation. Some suggestions are given to the local department of education and physical education teachers.
引文
1 张扬.中小学体育教学中的心理健康教育[J].四川体育科学.2000(12):26-27.
2 孙仁德.中学生社会适应能力的培养[DB/OL].http://www.pjky.com/.
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4 体育(与健康)课程标准研制组.体育(与健康)课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:25.
5 顾渊彦.体育课堂中的心理健康与社会适应[J].体育教学,2006(4):6-8.
6 同上。
7 顾渊彦.体育课堂中的心理健康与社会适应[J].体育教学,2006(4):6-8.
8 许之屏.运动与儿童心理发展[M].长沙:湖南师范大学出版社,2005:104.
9 季浏,胡增荦.体育教育展望[M].上海:华东师范大学出版社,2001:109-110.
10 毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2003:163.
11 Ministry of Education of New Zealand.Health and Physical Education in the New Zealand Curriculum[R].1999.
12 BARBOUR A C.Physical competence and peer relations in 2nd graders:qualitative case studies from play[J].Journal of Research in Childhood Education,1996(11):35-46.
13 SALLIS J F,PROCHASKAJ J,TAYLOR W C.Areview of correlates of physical activity of children and adolescents[J].Medicine and Science in Sports and Exercise,2000(1):963-975.
14 GOLDBERGER M,GERNEY P.The effects of direct teaching styles on motor skill acquisition of fifth grade children[J].Research Quarterly for Exercise and Sport,1986(9):215-219.
15 BECKETT K.The effects of two teaching styles on college students achievement of selected physical education outcomes[J].Journal of Teaching in Physical Education,1990(10):153-169.
16 陈向明.教师如何作质的研究[M].北京:教育科学出版社,2001:69.
17 肯尼斯·贝利(美)著,许真译.现代社会研究方法[M].上海:上海人民出版社,1986:198.
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19 由于调查时与受访教师有约定:在论文中隐去真实姓名,故本文中出现的教师名字均用英文名代替。
21体育(与健康)课程标准研制组.体育(与健康)课程标准(实验稿)解读[M].武汉:湖北教育出版社.2002:40.
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23 季浏.体育与健康课程与教学论[M].杭州:浙江教育出版社,2003:79.
24 季浏,汪晓赞.体育(与健康)课程标准实验后的现状调查与分析[J].上海体育学院学报,2004(10):76-80.
25崔允漷.教学目标--不该被遗忘的教学起点[J].人民教育,2004(13-14):16-18.
26 季浏.《体育与健康课程标准》实施过程中应注意的几个问题[J].上海体育学院学报,2006(7):76-79.
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28 毛振明,赖天德,陈雁飞,马凌.关于完善《体育(与健康)课程标准》的建议(上)[J].体育学刊,2007(5):1-4.
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2 孙仁德.中学生社会适应能力的培养[DB/OL].http://www.pjky.com/.
3 季浏,胡增荦.体育教育展望[M].上海:华东师范大学出版社,2001:109.
4 体育(与健康)课程标准研制组.体育(与健康)课程标准(实验稿)解读[M].武汉:湖北教育出版社,2002:25.
5 顾渊彦.体育课堂中的心理健康与社会适应[J].体育教学,2006(4):6-8.
6 同上。
7 顾渊彦.体育课堂中的心理健康与社会适应[J].体育教学,2006(4):6-8.
8 许之屏.运动与儿童心理发展[M].长沙:湖南师范大学出版社,2005:104.
9 季浏,胡增荦.体育教育展望[M].上海:华东师范大学出版社,2001:109-110.
10 毛振明.体育教学改革新视野[M].北京:北京体育大学出版社,2003:163.
11 Ministry of Education of New Zealand.Health and Physical Education in the New Zealand Curriculum[R].1999.
12 BARBOUR A C.Physical competence and peer relations in 2nd graders:qualitative case studies from play[J].Journal of Research in Childhood Education,1996(11):35-46.
13 SALLIS J F,PROCHASKAJ J,TAYLOR W C.Areview of correlates of physical activity of children and adolescents[J].Medicine and Science in Sports and Exercise,2000(1):963-975.
14 GOLDBERGER M,GERNEY P.The effects of direct teaching styles on motor skill acquisition of fifth grade children[J].Research Quarterly for Exercise and Sport,1986(9):215-219.
15 BECKETT K.The effects of two teaching styles on college students achievement of selected physical education outcomes[J].Journal of Teaching in Physical Education,1990(10):153-169.
16 陈向明.教师如何作质的研究[M].北京:教育科学出版社,2001:69.
17 肯尼斯·贝利(美)著,许真译.现代社会研究方法[M].上海:上海人民出版社,1986:198.
18 郑金洲,陶保平,孔企平.学校教育研究方法[M].北京:教育科学出版社,2003:143.
19 由于调查时与受访教师有约定:在论文中隐去真实姓名,故本文中出现的教师名字均用英文名代替。
21体育(与健康)课程标准研制组.体育(与健康)课程标准(实验稿)解读[M].武汉:湖北教育出版社.2002:40.
22季浏.《体育与健康课程标准》实施过程中应注意的几个问题[J].上海体育学院学报.2006(07):76-79.
23 季浏.体育与健康课程与教学论[M].杭州:浙江教育出版社,2003:79.
24 季浏,汪晓赞.体育(与健康)课程标准实验后的现状调查与分析[J].上海体育学院学报,2004(10):76-80.
25崔允漷.教学目标--不该被遗忘的教学起点[J].人民教育,2004(13-14):16-18.
26 季浏.《体育与健康课程标准》实施过程中应注意的几个问题[J].上海体育学院学报,2006(7):76-79.
27 季浏,胡增荦.体育教育展望[M].上海:华东师范大学出版社,2001:160.
28 毛振明,赖天德,陈雁飞,马凌.关于完善《体育(与健康)课程标准》的建议(上)[J].体育学刊,2007(5):1-4.
[1]BARBOUR A C. Physical competence and peer relations in 2nd graders: qualitative case studies from play[J] . Journal of Research in Childhood Education,1996(11):35-46.
[2] BECKETT K. The effects of two teaching styles on college students achievement of selected physical education outcomes[J]. Journal of Teaching in Physical Education,1990(10):153-169.
[3]BIDDLE S J H. Motivation and perceptions of control: Tracing its development and plotting its future in exercise and sport psychology[J]. Journal of Sport & Exercise Psychology, 1999(1): 1-23.
[4] Board of Studies of Victoria, Australia. Curriculum and Standards Framework: Physical Education[R]. 1995.
[5] CHASE M A, DUMMER C M. The role of sports as a social status determinant for children[J]. Research Quarterly for Exercise and Sport,1992(2):418-424.
[6] GALEN B R, UNDERWOOD M K. A developmental investigation of social aggression among children[J]. Developmental Psychology,1997(7):589-600.
[7] GOLDBERGER M, GERNEY P. The effects of direct teaching styles on motor skill acquisition of fifth grade children[J]. Research Quarterly for Exercise and Sport,1986(9):215-219.
[8] MASON C. Young people and sport in England[M]. London, England: The council,1995.
[9] Ministry of Education of New Zealand. Health and Physical Education in the New Zealand Curriculum[R]. 1999.
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