学校体育教材内容中项目等级及“1＋3”分级模型研究

Research on the Project Grade of School Physical Education Teaching Materials and the“1+3”Content Hierarchical Model

通过对新课程改革十几年来学校体育教材建设和教学内容设置状况进行梳理分析,结果显示:在体育教材中除基本动作技术之外,各个体育项目存在"项目等级"现象,项目等级中的众多亚专项运动内容可以从低水平到高水平排列、从低结构到高结构分级,存在发展顺序和逻辑关系。从学生、教师、教材内容三者关系及教学实用性角度划分,运动项目谱上亚专项运动可以分成启蒙型、诱导型、入门型3个递进级别。加之,作为基础教材的"基本动作技术",体育教材内容整体上形成"1+3"分级模型。该分级模型建立能够改变教材内容建构中的诸多不足,教学实践中师生根据"1+3"教材内容分级原理能够区分教材难易度,精准选用教学内容,能够满足不同年龄、不同性别、不同运动水平、不同身体状况的学生需求。运动项目等级的挖掘和教材内容4级选编模型是精准建构教材、精准选用教学内容和精准评估教学内容质量的一个有效工具,在体育教学层面具有学理上和方法论上的意义。

This paper analyzes the school sports teaching material construction and the arrangement of teaching content after the new curriculum reform has been carried on for more than ten years and finds out that there is a phenomenon of grade among various sports items in physical teaching except the basic technical movements. There are development sequences and logical relation among the numerous sub-specialized sports content in the grade ranging from low to high in level and structure. From the relationship among the students, the teachers and the contents of teaching materials and the perspective of teaching practicality, sub-specialized sports items in the pedigree can be divided into three progressive levels, that is, initiation, inducement and entry-level, plus the first level “basic action technology” of the basic material, thus forming the “1＋3” level model of the content of physical education teaching materials as a whole. The establishment of the classification model can change a number of deficiencies in the contents of the textbook construction. In teaching practice, teachers and students can choose the teaching content based on the “1 ＋ 3” textbook content classification principle, which can meet the needs of different ages, genders, levels of exercise and physical condition of students. The research of sports project grade and the findings of four-level shunting model about teaching material content are an effective tool to precisely construct teaching material, select teaching content and assess the quality of the teaching content, and give rise to the significance of theory and methodology in the aspect of physical education teaching.