体育课堂教学“边缘人”现象探析

Research on the Phenomenon of “Marginal Man” in Sport Classroom Teaching

在体育课堂教学中,总有一群游离于体育课堂活动中心之外,因自身内部或外部环境各因素被动参与或者拒绝参与体育教学活动,偏离体育教学价值观及思想,经常被忽视、遗忘,自身没有得到良好发展的个人或群体。这些边缘学生与其学业成绩好坏并无直接关系,不仅有学困生和中间学生,也有学业成绩优秀的学生。鉴于此,运用文献资料、逻辑分析等方法对体育课堂教学“边缘人”现象进行研究。主要结论:体育课堂教学“边缘人”可划分为主动型和被动型“边缘人”、选择性“边缘人”和完全“边缘人”、显现型“边缘人”和潜藏型“边缘人”、智力因素型“边缘人”和非智力因素型“边缘人”;体育课堂教学“边缘人”生成的心理机理来自个体人格特质与心理活动、社会机理来自教师期望效应与教学方法、文化机理来自家庭教育理念与传统观念。建议:应当通过了解学生人格特质,发展学生内部动力;发挥教师正向期望,改善课堂教学方法;教师家长合作交流,优化家庭成长环境等路径来实现体育课堂教学“边缘人”的转化。

In the physical education classroom teaching,there is always a group of people outside the sports classroom activity center,passive participation or refusal to participate in physical education activities due to various internal or external environmental factors,deviating from the values and thoughts of physical education,often neglected,forgotten,and not A well-developed individual or group.These marginal students are not directly related to their academic performance,not only students with poor learning and intermediate students,but also students with excellent academic performance.In view of this,the use of literature,logic analysis and other methods to study the phenomenon of"marginal people"in physical education classrooms.The main conclusion:the"marginal people"in physical education classroom can be divided into active and passive"marginal people",selective"marginal people"and complete"marginal people",explicit"marginal people"and hidden"marginal people",Intellectual factors type"marginal people"and non-intellectual factors"marginal people";the psychological mechanism of"marginal people"in physical education classrooms comes from individual personality traits and psychological activities,social mechanisms come from teachers'expectation effects and teaching methods,and cultural mechanisms come from families.Educational concepts and traditional concepts.Suggestion:It is necessary to understand the students'personality traits,develop the internal motivation of students,give play to teachers'positive expectations,improve classroom teaching methods,cooperate with teachers and parents,optimize the family growth environment and other paths to realize the transformation of“marginal people”in physical education classroom teaching.