基于标准的体育课程设计研究

发布时间：2018-01-20 00:21

本文关键词： 课程课程标准基于标准课程设计　出处：《华东师范大学》2007年博士论文　论文类型：学位论文

【摘要】： 当前，基础教育改革的课程与教学领域中，校本课程、综合实践活动课程的话语占据了强势地位。有关教学改革的话语大多也集中于教学过程，或者与转变学习方式、教学方式相关的一些话题，过于关注教学活动，追求“新颖”、热闹，为活动而活动。而有关占整个基础教育课程结构80％以上的国家课程的话题被挤到了边缘。新课程实施的一个核心问题被忽视了，即课程实施如何基于课程标准。课程标准是国家基础教育课程质量的主要标志，是课程实施和课堂教学的依据。但这一规定并非基于课程意识支配下，教师自觉的教学觉醒(一种教学活动主体自觉的唤醒)，而是源自政策的规定，似乎只要制定了课程标准，教师的课程实践和日常教学自然而然会是依据课程标准。然而，由于相应理论研究的不足，许多教师都缺乏基于标准设计课程的意识和能力，课程实施无法体现新课程的理念，教育质量无法保证课程标准的达成。因此，对新课程的实施而言，迫切需要的是教师树立课程意识，理解课程标准，将课程标准转化为教学目标，基于标准实施教学，实现理想课程向现实课程的转换。这需要教师具备保证目标落实的能力，设计达成目标的评价、选择和组织主题内容和活动的能力以及实施能力。本文以体育课程为突破口，针对课程变革和教师专业发展背景下，过于关注理念层面的研究，而忽视实际操作层面的研究；过于关注校本课程开发、综合实践活动课程研究，而忽视基于标准的课程实施问题，围绕基于标准的体育课程设计，展开讨论。第一部分分析体育课程标准，以期对体育课程标准有一个深入的理解。在对我国体育课程标准的历史(课程标准→教学大纲→课程标准)作简单疏理的基础上，主要讨论现行体育课程标准的几个主要特征，进而提出一个六维分析框架，对体育课程内容标准作比较深入的剖析。体育课程标准对传统体育课程的根本变革，主要体现在从对体育教学过程的监控(教学大纲所强调的)转向了对体育学习结果的监控(课程标准所强调的)。我国的体育课程标准主要是内容标准，没有在国家层面上开发表现标准和学习机会标准，这就给教师基于标准实施体育课程带来了一定的困难，给教师提出了一个巨大的挑战。第二部分讨论基于标准的体育课程设计模式。以泰勒原理为基础，设计基于标准的体育课程可以遵循Wiggins与McTighe提出的逆向设计模式，采用课程对应技术设计高质量的体育课程方案。整个课程决策过程分为三步，首先是基于课程标准界定各级层次的目标，，其次是开发基于表现的学业评价，最后是学习经验的选择与组织。高质量的课程方案是基于清晰的、明确的体育哲学设计而来，反映了在课程标准、学习目标、评价和教学实践之间的对应一致，这种学习目标是借由体育哲学、基于课程标准发展而来，这个评价是证明学生是否达成了预设的目标的评价，而这种教学实践应提供给学生走向成功的机会。第三部分以模式化的方法为设计基于标准的体育课程呈现了八种可供选择的课程模式：技能主题取向课程模式、基于概念的体能教育课程模式、理解式游戏教学课程模式、运动竞赛教育课程模式、冒险教育课程模式、户外教育课程模式、个人与社会责任课程模式、体育文化研究课程模式。这八种课程模式都有特定的内涵和特征，都有其建基的理论基础或设计理念，对应于体育课程内容标准的六个不同的维度，可以相互整合，形成多元课程模式的体育课程方案。第四部分讨论体育课程方案评价，着重于对课程方案及其构成部分的认可以及对这些构成部分实施情况的分析判断。评价的重点在于分析所设计的课程是否正在产生或能够产生预期的结果，确定课程在实施之前的优点与不足以及实施之后的效果。课程评价作为教育评价的重要组成部分，是通过各种途径，系统调查、收集数据资料，以一定的评价方法和工具对课程做出价值判断，以此来决定是否采纳、改进或排除某一课程的过程。一个优秀的评价应具备系统性、公正性、数据的充分性等特征，包含对环境资源的评价，涉及所有利害关系人，使用安全可靠的数据源得出正当的结论，要为判断课程方案目标的达成程度、判断学生的满意度、改进课程方案和问责的目的而实施。
[Abstract]:At present, the school-based curriculum and teaching reform of basic education, curriculum, integrated practice curriculum discourse occupy a strong position. The teaching discourse mostly focused on the teaching process, or learning methods and teaching methods change, some of the topics related to the pay too much attention to teaching activities, the pursuit of "novelty", lively, for activity. And the entire curriculum structure of basic education accounted for more than 80% of the national curriculum topic pushed to the edge. A core issue in the implementation of the new curriculum has been ignored, that is how the curriculum implementation based on curriculum standards.
Curriculum standard is the main symbol of the quality of the national basic education curriculum, curriculum implementation and teaching basis. But this provision is not based on curriculum consciousness, awakening teachers teaching (a kind of teaching activity subject consciousness awakening), but from the policy rules, it seems that as long as the established curriculum standard, curriculum practice teachers' daily teaching naturally is based on curriculum standards. However, due to lack of corresponding theoretical research, teachers lack the awareness and ability to develop the standards based curriculum, curriculum implementation can not reflect the concept of the new curriculum, education can not guarantee the quality of a curriculum standard. Therefore, the implementation of the new curriculum, the urgent need is the teacher to set up the curriculum consciousness, understanding of curriculum standards, curriculum standards will be transformed into the teaching goal, the implementation of standards based teaching, transform the ideal curriculum into practical courses The teacher should have the ability to ensure the implementation of the goals of the evaluation, design goals, the ability to select and organize the content and theme activities and implementation capacity. Based on the physical education curriculum as a breakthrough, according to the background of curriculum reform and teachers' professional development, too much attention on the research idea and ignore the research level, practical level; too much attention the development of school-based curriculum, integrated curriculum of practical activity research, while ignoring the implementation of standards based curriculum, focusing standard curriculum design, based on.
The first part of the analysis of PE curriculum standards, in order to have a deeper understanding of the physical education curriculum standards. In China's sports curriculum standard (history curriculum standard, teaching syllabus, curriculum standards) based on simple analysis, mainly discusses several main features of current sports curriculum standard, and then proposed a six dimensional analysis the framework, for further analysis of the contents of physical education curriculum standards. The curriculum standard of physical education reform on the traditional sports curriculum, mainly embodied in the monitoring of the process of Physical Education (syllabus emphasized) to monitor the physical learning results (emphasized curriculum standard). Chinese physical education curriculum standard the content is not standard, at the national level performance standards and the learning opportunity standards, this will give teachers to implement curriculum based on the standards brought certain difficulties, to put forward a teacher Great challenges.
The second part discusses the curriculum design model based on the standard. Based on Taylor principle, the design standard of curriculum based on reverse design can follow the model of Wiggins and McTighe is put forward, the sports curriculum curriculum design scheme adopts the high quality corresponding technology. The whole curriculum decision-making process is divided into three steps, the first is based on the curriculum standard definition of all levels the second is the development goal of the performance-based assessment, and select and organize the learning experience. The high quality curriculum programs are based on a clear, clear physical philosophy to reflect on the curriculum standard, learning objectives, consistent between evaluation and teaching practice, the goal is to learn by sports philosophy, and curriculum development based on the assessments that determine if students reach the intended goals, the teaching practice should be provided to students A chance to succeed.
The third part of the modeling method to the design standard of the curriculum based on the present eight alternative curriculum model: Skills subject orientation of curriculum model, the concept of physical education curriculum model based on the understanding of game teaching mode, sports education curriculum model, curriculum model of adventure, outdoor education curriculum model, and personal the social responsibility of curriculum model, curriculum model of sports culture research. The eight kinds of curriculum model has specific connotations and characteristics, has its theoretical basis or foundation design concept, six different dimensions corresponding to the contents of physical education curriculum standard, can integrate with each other to form the sports curriculum scheme of multicultural curriculum mode.
The fourth part discusses the evaluation of physical education curriculum program, focuses on the curriculum plan and form part of the recognition and analysis of the implementation of these part of judgment. The focus of the evaluation analysis of the design course is being produced or will produce the expected results, determine the course before the implementation of the advantages and disadvantages and after the implementation of the results. Curriculum evaluation is an important part of educational evaluation, investigation system, through various channels to collect data, with certain evaluation methods and tools to make the value of curriculum judgment, to decide whether to adopt, improvement and elimination of a course. An excellent evaluation should be systematic, fair, full the characteristics of the data, including evaluation of environmental resources, involving all stakeholders, the use of safe and reliable data source to draw the right conclusions, to judge The achievement of the goal of the curriculum, the satisfaction of the students, the improvement of the curriculum plan and the purpose of accountability.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G423

【引证文献】