核心素养导向下体育学习目标设计的现状、争议、定位与对话

基层体育教师以布卢姆教育目标分类框架(包括认知、技能、情感,以下简称“布卢姆目标框架”)进行学习目标设计时,难以全面、深入地观察和评析学生体育与健康核心素养的达成水平,因此存在“摒弃布卢姆目标框架”和“质疑核心素养导向下体育学习目标设计的可操作性”两大争议,深究争议的症结在于未廓清分类学意义上的布卢姆目标框架与发生学意义上的体育与健康核心素养的理论定位。从理论定位看,布卢姆目标框架为观察、解析和鉴赏学生体育与健康核心素养的发生过程提供了可行的分析框架。对此,提出基于核心素养课改理念弥补布卢姆目标框架在教学实践中的不足、依托布卢姆目标框架推进体育与健康核心素养落实的对话融合路径。

教师课堂层面体育学习目标实践与反思

从实际情况来看,在体育课堂教学中,教师课堂层面体育学习目标实践中出现了较多的问题,如生搬硬套,目标大而空,目标陈述形式化。反思造成这种情况的原因,有体育教师自身的认识问题,有相关理论研究中的问题。因而,应准确把握课堂层面的陈述结构。

核心素养导向下的体育学习目标设计

核心素养导向下的体育教学目标设计应秉持着"教学目标向学习目标转化"的设计理念,依据体育与健康学科核心素养和现有的"三维目标"体系,针对体育与健康学科特点,从体育认知、运动技能、体能和体育情感四个维度来进行设计。本文对核心素养导向下的体育学习目标设计维度、设计原则、表述方法及设计流程进行阐述,为中小学体育教师制定学习目标提供参考。

Research on the Development Trend of Contemporary Vocal Music Education System from the Curriculum Optimization Perspective

In this paper, we conduct research on the development trend of contemporary vocal music education system from the curriculum optimization perspective. In the teaching, because the students interested in learning solfeggio, decided that they have the goal of learning. Learning objectives are the prerequisites for students to generate learning motivation, but also guide the direction of student learning, which reflects the orientation of interest. In concrete teaching process, student association, because has the strong interest to the teacher positive teaching, thus establishes reaches the high-level diligently desire and goal, this will give student’s solfeggio study to bring enormous encouragement and promoter action. But teacher’s strong interest and deep love to the solfeggio teaching has decided the teacher work earnest direction diligently. Under this basis, we propose the development trend of contemporary vocal music education system with in-depth analysis.