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上海中小学《体育与健身》课程的六大走向是:一是课程价值上,明确从“竞技体育”全面向“健身体育”转变,实现课内加强、课外延伸的体育与健身新格局。二是课程目标上,从立足学科本位目标走向立足学生发展的课程目标,将知识与技能、过程与方法、情感态度与价值观体现在课程目标之中。三是课程结构上,从关注课程的实施形态向关注课程功能的方向发展,构建基础型、拓展型和研究型三类功能性课程,展现横向拓宽、纵向延伸,富有内涵的立体化态势。四是课程内容上,从注重民间传统体育项目、运动项目,走向继承发展民间民族体育、开发健身项目和改造运动项目与引进新兴体育项目并举,并注重学习模块内和学习模块间的联系,注重12年连贯设计。五是学习评价上,从终结性评价走向总结性评价与过程性评价相结合的综合评价。既重视教师的教,更注重学生的学,既看重结果,更看重过程。六是课程实施上,指向上更宽泛、内容上更丰富、形式上更多样,既规范了课程实施的基本要求,又给区县和学校创造多样化实施提供了可自主的空间。
The six major courses of “Physical Education and Fitness” in primary and secondary schools in Shanghai are as follows: First, the value of the curriculum clearly defines the transition from “competitive sports” to “fitness” and the new pattern of physical exercise and fitness that is reinforced within and after extracurricular activities. The second is the goal of the curriculum, which is based on the subject-based goal of the curriculum and based on the goal of curriculum development. It embodies knowledge and skills, processes and methods, emotional attitudes and values in the curriculum objectives. Thirdly, on the curriculum structure, from the implementation mode of paying attention to the curriculum development to paying attention to the curriculum function, three types of functional courses of basic, extension and research are constructed to show the three-dimensional situation of horizontal extension, vertical extension and rich connotation. Fourthly, on the content of the course, from focusing on folk traditional sports and sports programs, to inheriting and developing folk sports, developing fitness programs and sports programs and introducing new sports projects simultaneously, paying attention to the connection between learning modules and learning modules, focusing on 12 years of consistent design. Fifth, learning evaluation, from the terminal evaluation to summative evaluation and process evaluation of a combination of comprehensive evaluation. Not only pay attention to the teaching of teachers, pay more attention to student learning, both value results, more emphasis on the process. Sixthly, the implementation of the curriculum is more broad-based and richer in content and more diverse in form. It not only standardizes the basic requirements for curriculum implementation, but also provides an autonomous space for district and county schools to create diversified implementation.