摘要
《"健康中国2030"规划纲要》的第四节提出了"青少年熟练掌握一项以上体育运动技能"清晰可量化目标。让学生熟练掌握一项以上体育运动技能是一个看似简单却很困难的目标,这个目标困扰了体育课程与教学改革,至今未能有效达成。当体育运动(sports)变成了体育教育(physical education)后,其文化属性、参与义务、内容特点、训练周期、时间地点、学习集体形式和规模等都发生了巨大变化,这是运动技能有效习得背后原因。具有"学生在自己选择的运动项目上可以进行比较长时间的专项化学习"特征的"走班制教学"现行课程体系下有效实现"熟练掌握一项以上体育运动技能"的有效课程模式。从小学开始进行"走班制教学"应不会导致学生形成身心伤害的"过度早期专业化训练";如果做好体验性的事先学习,三年级学生应可以正确选择自己的项目;"走班制教学"应不会影响学生的体育全面发展;"走班制教学"应不会限制学生多种爱好,其终身体育也不会因此变窄;"走班制教学"不但不会影响体育教师的"一专多能",反而会促进体育教师的专业化成长。
The fourth section of the ＂Health China 2030 Program＂ specifies that the ＂juveniles＂ must command one or more motor skill, which is a seemingly simple but difficult goal that has not been reached through the curricular and teaching reform. When sports have become physical education, their cultural attributes, participation, characteristics, training cycle, time and place, learning form and scale have undergone great changes, which is influential to the effective acquisition of motor skills. The optional sports system encouraging the students to choose their favorite sports for a long pe- riod of specialized learning is effective in helping the students to command one or more motor skill under the current curricular system. The optional sports system starting from the primary school does not lead to excessive early professional training. The third year primary school students can choose the right sports for themselves after the experience during the first two years. This system allows the students to develop what they like and do lifelong sports. Meanwhile, it is beneficial to the teachers＇ professional standard.
出处
《武汉体育学院学报》
CSSCI
北大核心
2018年第2期5-10,共6页
Journal of Wuhan Sports University
基金
国家社会科学基金重点项目(12ATY005)
