共查询到19条相似文献，搜索用时 250 毫秒
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王亚飞 《体育成人教育学刊》1996,(1)
浅谈高校体育课程的评估安徽财贸学院王亚飞学校的教学质量是衡量办学水平的重要依据。对学校体育教学课程进行客观、科学的评估，乃是提高体育教学质量的手段之一。本文拟从理性的角度对此加以探讨，旨在使其更加趋于科学性和实用性。一、关于体育课程评估的指向作用评估... 相似文献
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现代我国体育课程与体育教学的分离与整合研究 总被引：6，自引：2，他引：4
采用文献资料法、逻辑法和比较法等研究方法,对现代体育课程与体育教学分离的原因和结果及整合的理念与途径作出了初步探讨。结论:“制度课程”与“二元论”是造成体育课程与体育教学分离的根源;体育课程与体育教学的分离不利于两者的横向融合和体育课程的创生;“体育课程教学”,即体育课程与体育教学过程的本质是变革、体育教学在本质上是一种体育课程开发过程、体育课程在本质上是一种体育教学事件,是促进体育课程与体育教学整合的新理念;理清体育课程与体育教学的关系、促进体育课程论专家与体育教学论专家的平等对话、赋予体育教师和学生对体育课程的话语权,是推动体育课程与体育教学整合的有效途径。 相似文献
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本文对比分析中美两国体育管理本科教育的培养目标、课程设置、教学与评估。由于各国体育发展的不平衡,其体育管理高等教育的产生与发展也有很大的差异,美国的体育管理本科教育,是以市场需求为导向,具有弹性及自由度的标准化课程与教学,这是值得我们借鉴的,在此基础上,中国应关注如何将标准化的课程与教学同中国本土文化相融合。 相似文献
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贯彻《纲要》，实施体育教师实际工作能力的量化评估，提高教学训练质量西南政法学院唐果《全国普通高等学校体育课程指导纲要》提出：“体育课程评估是普通高等学校教育评估的一部分，是促进体育课程建设和提高教育质量的一项重要措施。”“教师、学生、教材、教学手段、... 相似文献
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21世纪普通高校体育课程设计与评估标准研究 总被引：8，自引：0，他引：8
研究旨在为促进高校体育课程设置与评估的科学化。普通高校课程框架应包括师资队伍、教学条件、教学效果,其二级评估指标应包括师资结构、学术水平、教学内容与设施、教学措施、考试方法、教研成果、教学效果等。 相似文献
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运用文献资料、推理等方法对体育课程与教学的逻辑起点进行了研究。研究认为体育课程与教学应该有从自身属性出发的逻辑起点。体育课程与教学是为了满足人与社会需要,传播体育文化的工具。"满足人与社会需要"体现了体育课程与教学具有的教育属概念的性质,"传播体育文化"使体育课程与教学具有了区别于其他课程与教学的种概念性质。因而在此基础上提出了体育教育价值是体育课程与教学的逻辑起点,并认为理想的体育教育价值应该追求个人价值与社会价值的统一。 相似文献
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对安徽省31所高等学校的体育课程评估，就其现状进行分析与研究，旨在不断完善体育课程的基础建设水平，形成良好的教学环境，提高教学质量，促进高校体育课程建设的良性循环，进一步加强宏观指导和科学管理。 相似文献
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阐述体育课程目标的基本概念,其包括体育课程的总目标、体育课程学习领域目标、体育课程的水平目标、体育教学目标。概述新课程改革下体育课程目标与体育教学目标的关系;体育课程目标的纵向层次;体育教学目标的层次;我国现阶段的体育教学目标,确定了体育课程与教学目标的主要发展趋势。 相似文献
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论体育课程与体育教学的若干关系 总被引：1，自引：0，他引：1
辛利 《天津体育学院学报》2011,26(3):273-276
为使一线体育教师进一步明晰体育课程和体育教学的关系,以促进体育课程改革在反思中不断深入,采用文献资料法、访谈法、归纳和演绎等方法,对体育课程目标和体育教学目标的关系、体育课程内容和体育教学内容的关系、体育课程评价和体育教学评价的关系、体育课程编制主体与体育教学主体的关系等进行区分,并对这几个关系在体育课程改革中存在的一些普遍性问题进行分析;提出重构体育课程与体育教学关系的对策,即体育课程编制者与体育教师的沟通;建立体育课程咨询机构,使体育教学目标与体育课程标准具有同质性;通过体育课程论的普及,使体育教育工作者在把握课程理论的基础上研究体育教学。 相似文献
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对普通高校体育课程评价现状研究及几点建议 总被引：8，自引：1，他引：7
在体育教育改革中,体育课程评价作为一门新兴的学科越来越受到人们的重视.通过对体育课程评价概念、研究现状、存在问题的分析,充分发挥体育课程评价在体育教育中的诊断、引导、鉴定、调整、改进、启发和创造等方面的综合效应,提出几点可供实践操作的建议,为普通高校体育课程评价的改革提供思路. 相似文献
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选项课资源开发与考评体系构建的创新实践研究 总被引：1，自引：0，他引：1
目前,体育选项课已成为普通高校体育课程的主要形式。而选项课场地设施硬件条件紧缺是课程建设遇到的首要难题;选项课考评又成为课程教学改革的关键因素之一。根据普通高校体育课程目标要求,结合近几年教学改革实践,对开发选项课资源和构建选项课考评体系的实践进行总结。 相似文献
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This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms. 相似文献
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我国普通高校体育教育本科专业课程方案的研究 总被引：16，自引：0，他引：16
采用献资料、调查等研究方法，对我国普通高校本科体育教育专业课程方案的沿革及五套不同课程方案中的培养目标和课程设置进行对比研究。提出最新课程方案的特点，为普通高校体育教育专业教学内容和课程体系的进一步深化改革提供参考。 相似文献
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Lars B. Borghouts Menno Slingerland Leen Haerens 《Physical Education & Sport Pedagogy》2017,22(5):473-489
Background: Assessment can have various functions, and is an important impetus for student learning. For assessment to be effective, it should be aligned with curriculum goals and of sufficient quality. Although it has been suggested that assessment quality in physical education (PE) is suboptimal, research into actual assessment practices has been relatively scarce.Purpose: The goals of the present study were to determine the quality of assessment, teachers’ views on the functions of assessment, the alignment of assessment with learning goals, and the actual assessment practices in secondary PE in the Netherlands.Participants and setting: A total of 260 PE teachers from different schools in the Netherlands filled out an online Physical Education Assessment Questionnaire (PEAQ) on behalf of their school.Data collection: The online questionnaire (PEAQ) contained the following sections: quality of assessment, intended functions of assessment, assessment practices, and intended goals of PE.Data analysis: Percentages of agreement were calculated for all items. In addition, assessment quality items were recoded into a numerical value between 1 and 5 (mean?±?SD). Cronbach’s alpha was calculated for each predefined quality aspect of the PEAQ, and for assessment quality as a whole.Findings: Mean assessment quality (±SD) was 3.6?±?0.6. With regard to the function of assessment, most PE teachers indicated that they intended using assessment as a means of supporting the students’ learning process (formative function). At the same time, the majority of schools take PE grades into account for determining whether a student may enter the next year (summative function). With regard to assessment practices, a large variety of factors are included when grading, and observation is by far the assessment technique most widely applied. A minority of PE teachers grade students without predetermined assessment criteria, and usually criteria are identical for all students. There is an apparent discrepancy between reported PE goals and assessment practices; although increasing students’ fitness levels is the least important goal of PE lessons according to the PE teachers, 81% reports that fitness is one of the factors being judged. Conversely, while 94% considers gaining knowledge about physical activity and sports as one of the goals of PE, only 34% actually assesses knowledge.Conclusions: Assessment in Dutch PE is of moderate quality. The findings further suggest that PE teachers consider assessment for learning important but that their assessment practices are not generally in line with this view. Furthermore, there seems to be a lack of alignment between intended learning outcomes and what is actually being valued and assessed. We believe that these results call for a concerted effort from PE departments, school boards, and the education inspectorate to scrutinise existing assessment practices, and work together to optimise PE assessment. 相似文献
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Dowda M James F Sallis JF McKenzie TL Rosengard P Kohl HW 《Research quarterly for exercise and sport》2005,76(1):11-19
Dissemination and sustainability of evidence-based physical education programs (PE) has been studied rarely. The sustainability of a health-related PE program (SPARK) was independently evaluated in 111 elementary schools in 7 states. Surveys were mailed to schools that had received SPARK curriculum books, training and follow-up (response rate = 47%). Up to 80% of schools that adopted SPARK PE reported sustained use up to 4 years later. Schools using SPARK had more frequent PE classes. Sustained use was related to support from the principal, not previously having a standard PE program, having adequate equipment, and teachers being physically active. Program sustainability was similar in advantaged and disadvantaged schools. Evidence-based PE programs can be sustained up to 4 years. 相似文献
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中小学体育教师课程意识现状调查及对策研究 总被引：3，自引：0，他引：3
通过“自编课程意识问卷”调查了我国中小学体育教师857人,结果表明:我国中小学体育教师的课程意识水平较低,处在觉醒水平;性别、工作年限、所在学校、学校所在地对体育教师课程意识影响不显著;学历对教师课程意识影响显著。从总体看,学历与体育教师课程意识呈现出正向关系;培训对体育教师课程意识影响非常显著,体育教师课程意识水平与培训呈正向相关;多因素分析结果可以看出,在影响体育教师课程意识几个因素中,学历影响效果显著,起主效应作用。 相似文献
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我国普通高校本科体育教育专业课程方案的研制及其主要特征 总被引：86，自引：8，他引：78
对我国普通高校本科体育教育专业课程方案中的培养目标和课程设置进行研究，并对其主要特征进行论证，以期为面向21世纪普通高校体育教育专业教学内容和课程体系的进一步深化改革提供借鉴和参考。 相似文献