论运动乐趣在体育课堂中的迷失与回归

doi:10.15942/j.jcsu.2019.02.005

成都体育学院学报 ›› 2019, Vol. 45 ›› Issue (2): 31-37.doi: 10.15942/j.jcsu.2019.02.005

论运动乐趣在体育课堂中的迷失与回归

毛振明¹, 张媛媛², 叶玲³

1.北京师范大学体育与运动学院,北京 100875;
2 中国人民大学附属中学第二分校,北京 100097;
3 北京财贸职业学院,北京 101101

收稿日期:2018-10-11 出版日期:2019-03-15 发布日期:2019-04-03
作者简介:毛振明,博士,教授,博士生导师,研究方向:学校体育学与体育教学,E-mail:mao0618@126.com。

On the Loss and Return of Sports Fun in Physical Education Class

MAO Zhenming¹, ZHANG Yuanyuan², YE Ling³

1.Beijing Normal University College of Physical Education and Sports, Beijing, 100875;
2.Second Affiliated Middle School of China People′s University,Beijing,100097;
3.Beijing College of Finance and Commerce, Beijing,101101

Received:2018-10-11 Online:2019-03-15 Published:2019-04-03

摘要/Abstract

摘要： 体育虽然源于追求乐趣的运动文化,但它已同这个文化渐行渐远。原因是当运动变成体育教育后,在很大程度上失去了运动自发性和自主性、失去小群体的体育亲友集体、失去了激烈的比赛、失去了深入系统的训练、失去了竞争与表现的机会、失去了运动的非功利性等等。体育学习丧失运动乐趣的背后,还有体育课程教学的非科学化因素、体育教师教学能力与教学风格偏误的因素以及学校体育发展条件制约等负面因素的影响。体育教育人为了实现有魅力和充满乐趣的体育课程教学,做出了各种努力,这些努力可以归纳为大概四个思路和方法体系:即以教材游乐化和方法温情化为主线的快乐体育理论与实践、以保障学习自主性和创设各种挑战情景为主线的快乐体育理论与实践、以让每个学生都获得成功为主线的快乐体育理论与实践以及以还原运动竞赛制度和乐趣为主线的快乐体育理论与实践,四个方法论各有长处,但也有缺陷。文章在此提出运动乐趣回归体育课堂的5个途径:课程教程科学化的方略与工作、教学选项专项化的方略与工作、运动项目教材化的方略与工作、技能教学游戏化的方略与工作以及竞赛联赛课堂化的方略与工作等。

关键词: 运动, 体育课堂教学, 运动乐趣, 快乐体育, 成功体育, 运动教育

Abstract: Many primary and middle school students say, "we like sports, but we do not like physical education class,which puzzles PE educators in both primary and secondary schools, and also questions the PE teaching content and methodology, and even questions the function and value of PE. Although PE originated in the sports culture of pursuing fun, it has been further away from this culture. The reason is when sports become physical education, it has, to a large extent, lost the spontaneity and autonomy of sports and small groups of friends and family sporting, and it has also lost fierce match and thorough systematic training, and the opportunities for competition and performance and non-utilitarian nature of sports and so on. The reason why PE learning has lost sports fun also includes non-scientific factors in PE teaching and biases towards PE teachers' teaching ability and teaching style, and the restricted development condition of school physical education. PE educators have made great efforts to achieve attractive and funny PE teaching. These efforts can be roughly summed up as four ideas and methods: theory and practice of happy physical education based on teaching material amusement and teaching methods; theory and practice of happy physical education to ensure learning initiative and create various challenges; theory and practice of happy physical education to make every student succeed; theory and practice of happy physical education to restore sports competition system and sports fun. The four methodologies have both advantages and defects.This article puts forward five ways to return sports fun to PE class: strategy and practice of scientific curriculum; strategy and practice of teaching options specialization; strategy and work of teaching materialization for sports events; strategy and practice of game playing in skill teaching; strategy and practice of classroom competition and so on.

Key words: sports, PE teaching, sports fun, happy PE, successful PE, sports education

中图分类号:

G807

毛振明, 张媛媛, 叶玲. 论运动乐趣在体育课堂中的迷失与回归[J]. 成都体育学院学报, 2019, 45(2): 31-37.

MAO Zhenming, ZHANG Yuanyuan, YE Ling. On the Loss and Return of Sports Fun in Physical Education Class[J]. Journal of Chengdu Sport University, 2019, 45(2): 31-37.

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论运动乐趣在体育课堂中的迷失与回归

On the Loss and Return of Sports Fun in Physical Education Class

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