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采用文献资料研究、问卷调查、教育教学实验、个案研究等研究方法,针对我国学生体质健康状况连续下降和参差不齐的运动水平的实际,在“以学生为本”、合理组织、因材施教的原则下,通过近十年的分级教学实验,对分级教学基本模式、分级选课、分级评价、分级确定学分、教师配置、分级教学的配套内容进行了实践。实践证明,分级教学符合学生在发展过程中客观存在的个体差异以及教学的阶段目标性,以整体性因材施教原则和整体性区别对待原则为出发点,促进了教学内容、手段与目的的一致性。
Using the research methods of literature research, questionnaire, education and teaching experiment, case study and other research methods, in view of the fact that the students’ constitutional health continues to decline and the sports level is uneven, we should “organize students according to their aptitude” Through the teaching practice of grading for nearly ten years, we have put into practice the basic contents of grading teaching, graded electives, graded evalutions, credits for grading, teacher allocation, and graded teaching. Practice has proved that graduation teaching is in line with the individual differences in the students’ objective development during the course of development and the goal of teaching. Based on the principle of individualized teaching according to students and the principle of overall discrimination, the teaching promotes the consistency of teaching contents, means and purposes.