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义务教育《体育与健康课程标准》(2011年版)(以下简称《课标》)在“教学建议”部分“选择和运用教学方法的建议”中列举了几个案例,分别涉及到培养学生的自主、合作、探究学习意识和能力。从这些案例中不难看出,在体育课堂教学中,可以设置一定的教学环节或练习手段,有针对性地使这些学习方面的能力得以提高。但是,究竟有效的自主、合作、探究是什么样的?一线教师在教学中应如何把握好这些学习方式?又存在哪些认识误区?本文重点对各案例进行分析,并多视角地对几种
Compulsory Education Physical Education and Health Curriculum Standard (2011 Edition) (hereinafter referred to as the “Curriculum Standard”) in the “Teaching Suggestions” section “Suggestions on the selection and use of teaching methods” lists several cases, respectively, related to Cultivate students’ autonomy, cooperation and exploration of learning consciousness and ability. From these cases it is not difficult to see that in the teaching of physical education, you can set a certain teaching links or practice means, targeted to enable these learning capabilities to be improved. However, what kind of effective autonomy, cooperation and inquiry is? How should the first-line teachers grasp these learning methods in teaching? What misunderstandings exist? In this paper, we mainly analyze each case and make a multi-angle analysis of several