共查询到19条相似文献，搜索用时 171 毫秒
1.
开展残疾学生体育活动的思考 总被引：5，自引：0，他引：5
残疾学生体育是一个特殊的教育过程,是我国学校体育教育的重要组成部分,学校开展残疾学生的体育教育有其特殊的社会意义。本文对学校开展残疾学生体育教育的重要性,学校体育对残疾学生的功能,以及对残疾学生实施体育教学应注意的问题等作了探讨。 相似文献
2.
融合体育教育:“残健融合”的当代残疾人体育教育发展理念 总被引：1，自引：0，他引：1
由于残疾学生身、心的特殊性,对他们的体育教育在我国和世界大多数国家都被置入特殊学校进行。然而这种特殊体育教育的基础是"分隔"而不是"融合"。融合体育教育则为我国如何在保障体育教学质量的基础上,最大限度地促进残疾学生与健全学生交流,回归主流社会,促进残疾学生健全人格的发展,改变健全学生对残疾学生的态度提供了值得借鉴的经验。研究追溯了融合体育教育的发展,分析了其产生、发展的原因,探讨了在我国实施融合体育教育的价值。尽管融合体育教育在我国从理念到最终实施会遇到相当多的问题,是一个比较慢长的过程,但是随着人们对残疾人人本认知的不断进步,残疾人权益的保障制度不断完善,促进残健融合的融合体育教育必然会在我国得以发展。 相似文献
3.
学校体育教学中的两对基本矛盾 总被引：4，自引：0，他引：4
有两条主线一直影响着学校体育的发展：一条就是教育理论,另一条就是整个体育的发展走向,其理论和实践反映到体育教学中就构成了“传统教育”派与“现代教育”派、体质论与技能论之间的矛盾。这两对基本矛盾影响着学校体育教学的过去、现在,乃至将来。在素质教育的大前提下,这两对基本矛盾斗争走向融合。 相似文献
4.
要重视残疾学生的体育教育 总被引：4，自引：0，他引：4
残疾学生享有受教育的权利，当然也享有受体育教育的权利。然而，由于在普通学校里残疾学生的人数很少，残疾情况又各不相同，再加上多数体育教师对残疾学生的体育教育问题缺乏研究，班级学生人数又多，在体育教学中对残疾学生难以照顾，因而往往忽视，甚至放弃对残疾学生的体育教育。严格说来，这实质上就等于侵犯和剥夺了残疾学生接受体育教育的权利。 残疾学生一般都程度不同地存在着自卑心理。适宜的体育运动，不仅有利于增强他们的体质，帮助他们掌握科学锻炼身体的知识和方法，养成经常锻炼的习惯，更重要的是还能使他们享受到… 相似文献
5.
6.
浅谈俱乐部式体育教学形式的可行性与优越性 总被引：5，自引：0，他引：5
高校体育教育作为学校体育教育的最高层次，必然地要为终身体育服务。目前，高校体育课的教学还没有形成一个完整的理论和实践体系。为了尽快地让高校体育与社会群众体育及终身的体育爱好衔接起来，我校在体育课程改革方面迈出了新的一步，开设了俱乐部式的体育教学。 相似文献
7.
明确素质教育、健康第一、终身体育三种教育理念在学校体育的定位与实践目标，解析三种教育理念在学校体育的指导层面及交合互动的整体关系，梳理悖离因素的负面影响，消除理论与实践的偏离，为三种教育理念在学校体育的正确实施提供支撑。 相似文献
8.
残疾学生体育教育问题的探讨 总被引：1，自引：0，他引：1
本文就学校在残疾 (身体部分肢体残疾 )学生的体育教育方面较为普遍存在着不够全面的问题进行探讨 ;从中发现对残疾学生进行体育全面教育的意义 ,并提出对残疾学生进行体育全面教育的组织方法、运动锻炼的教材内容和要求。 相似文献
9.
论新世纪我国学校体育教育体系的构建与实施 总被引：1，自引：0，他引：1
对学校体育教育的内涵、层次、内容与目标、途径及方法等3个方面的问题进行了分析与探讨。对正确而有效地指导学校体育教育的实践活动，对学校体育教育体系的构建，具有积极的影响和促进作用。 相似文献
10.
从理论与实践两方面论证学校体育中融合生命教育的可行性,对学校体育课程、教学提出新思路,井且进行改革实践,结果表明:以"生命教育"为指导思想的学校体育创新,有利于学生生命发展,回归教育的本义.同时也证明生命化的学校体育实现必须提高教师的专业素养. 相似文献
11.
Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs of all students. Significantly, little is known about how teachers include junior primary students with a disability in PE.Aims: This paper aims to explore pedagogical practices for the inclusion of junior primary students with disabilities in PE as well as environmental accommodations teachers make. In order to address these aims, the research undertaking was guided by the question: ‘What pedagogies do teachers draw upon to include junior primary students with disabilities in PE’?Methods: This qualitative research undertaking incorporated a critical case study approach, which utilised semi-structured interviews and field observations as data collection tools. Three teachers of PE in primary schools located in Adelaide, South Australia, participated in the research undertaking. Given this small sample group we make no claims for generalisability, but seek to provide connections for others teaching in PE.Results: Findings are presented in three general themes of: Relationships for inclusion, Practices of Inclusion and Complexity and inclusion. Participants’ statements are used to illuminate discussions about discourses drawn on and to make links between previous research and theoretical perspectives. In general terms, findings revealed that despite barriers, such as catering for multiple forms of disabilities with minimal assistance from support staff and negotiating school environments, participants embraced inclusion and made pedagogical modifications to ensure meaningful involvement in PE lessons for all students. This research also identified the important role teachers play in terms of relationships, adaptations and safe learning environments, which collectively enable the inclusion of junior primary students with disabilities.Conclusion: Students with disabilities warrant specific recognition and access to educational resources including within the field of PE. 相似文献
12.
AbstractThe Americans with Disabilities Act mandated the inclusion of people with disabilities in all aspects of social and civil life in the United States including sports. As a result, sport and recreation programmes designed for typically developing youth began to include children with disabilities. One popular recreation context providing sport activities for youth with disabilities is summer camp. Research on inclusive camps has shown mixed results, with some studies suggesting that children with disabilities continue to experience exclusion from physical activity and leadership opportunities, social isolation, and stigma. This conceptual and argumentative essay will review current research on inclusive camps and will argue that, until the mechanisms of inclusive camps are better understood and applied in practice, camps for children with disabilities may be the best delivery system to promote inclusion and a sense of belonging, arguably one of the most important outcomes of camp. 相似文献
13.
运动能有效改善学龄前残疾儿童的动作、认知及社会交往能力,然而,现阶段我国学龄前残疾儿童运动康复"失权""失能"的现象比较严重。因此,基于赋权增能视角,对学龄前残疾儿童运动康复的内涵进行解读,剖析现阶段我国学龄前残疾儿童运动康复工作中存在的问题,并提出未来学龄前残疾儿童运动康复发展的路径:(1)顶层设计,制订专项政策法规;(2)跨界合作,建立多维协作机制;(3)转变职能,打造社会支持平台;(4)整体发展,突出体育学科地位;(5)促进融合,发挥体育游戏的康复效能;(6)夯实基础,创建家庭为中心的康复模式。 相似文献
14.
Alicia L. Fedewa Elizabeth Fettrow Soyeon Ahn Minnah Farook 《Research quarterly for exercise and sport》2018,89(2):153-163
Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks. 相似文献
15.
Nadia Cristina Valentini Licia Pierosan Mary E. Rudisill Peter A. Hastie 《Physical Education & Sport Pedagogy》2017,22(4):349-363
Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered. 相似文献
16.
陈鹤琴是我国教育史上具有重要历史地位和做出卓越教育贡献的教育家,培智体育教育思想是其教育思想体系的重要组成部分。运用文献资料法、逻辑分析法,对陈鹤琴培智体育教育思想进行研究,研究结论如下。思想的形成基础社会培智教育缺失与个人对智障儿童健康的关怀促动思想萌发、福禄贝尔游戏教育观与蒙台梭利培智教育观为思想形成提供理论依据、域外培智体育考察与国内培智体育课程实验为思想形成提供实践依据。思想的核心内容提出智障儿童运动特征观,包括动作控制能力弱、身体平衡能力差、偏向使用左手、联合动作发展迟缓;提出体育教育权利是智障儿童的应然教育权利;提出系统的培智体育教育实践观。体育教育目标观,包括增进身心健康、培养道德品质、发展生活能力。体育教育内容观,提出按智力程度选择不同难度的体育教育内容。体育教育方法观,提出启发教学、渐进教学、实物教学、设计教学4种方法,以做为中心、从观察入手、利用暗示心理、交替法运用4项原则。 相似文献
17.
Many understandings about norms and norm criticism are based on imaginations of inclusion and exclusion as if values about right and wrong, and acceptable and non-acceptable behaviors belong to a world of relations that can be separated from embodied and physical things and practices. This preparatory study is based on interviews conducted with children with and without varied forms of disabilities. The aim of the study was to investigate how children describe their ability in relation to collaboration, identity, materialities, disability and norms within Physical Education and Health (PEH). The results from this study show that embodied and collaborative goal-oriented practices generate imaginations of community and belonging through a notion of contributing. The results indicate that informing, teaching, and learning about inclusion and exclusion do not naturally produce physical and embodied practices. 相似文献
18.
19.
马新琦 《体育科技文献通报》2020,(6):149-151
体育锻炼是残疾人康复、健身和融入社会的有效手段,本文以18-23岁的腿部残疾大学生为研究对象,采用了访谈法、文献资料法等研究方法对腿部残疾学生的体育活动参与情况进行了分析。结果表明:大部分腿部残疾学生缺乏体育锻炼的意识和积极主动的参与心理;学校为残疾人提供的特殊场地器材及专业体育指导人员较少;供腿部残疾学生可选择的体育项目也较为局限。提出以下建议:加强残疾学生参与体育活动的思想引导;培养改善教师的特殊教育方法;学校为腿部残疾学生提供适宜的场地和器材等,为其提供体育活动锻炼的帮助,以促进他们的身心健康发展。 相似文献