体育教学的主体取向  

Study on the Subjective Orientation of Physical Education

作　　者：高风华[1] 高岩松[2] 

机构地区：[1]南京大学体育部,江苏南京210002 [2]吉林大学体育教学与研究中心,吉林130000

出　　处：《南京体育学院学报（社会科学版）》2002年第2期60-62,共3页Journal of Nanjing Institute of Physical Education

基　　金：该论文为教育部十五规划课题人文社会科学研究<课题批号:01JA880060)

摘　　要：随着体育教学主体性的提出,体育课程设置与教师、学生和教学环境的整合取向,成为体育教育的主导思想。体育教学的主体取向,一方面要注重主体德性、心智和身体健康发展,另一方面还要尊重学生需要兴趣,教师的素质特点。这样就可以使主体积极能动地参与到教学活动中,创造性地学习。在体育课程的开发中,应注重多样化、个性化的思路,尊重地区文化、学生差异、环境资源、师生的个性,才能使体育课程设置更合理,教学效果更理想。With the presence of the subjective orientation of physical education , an integration of curriculum - making , teachers , students , and teaching environment becomes guidelines. On the one hand, it should focus on the healthy development of the students in moralities mind, and body. On the other hand, it should take students' interests and needs and teachers' qualities into consideration. Thus the subjects would take an active part in their learning and study creatively. When we tap the curriculum - making and its application, we should attach importance to ideas with diversity and individuality. In order to achieve courses more rational and teaching results more satisfactory , by acting on knowledge of local culture , student's diversity , environment resources , teachers' and students' individuality.

关 键 词：体育教学 取向 体育课程设置 教学主体性 教学环境 主导思想 体育教育 健康发展 学生需要 素质特点 教学活动 地区文化 学生差异 环境资源 教学效果 创造性 多样化 个性化 教师 尊重 身体 

分 类 号：G807.4[文化科学—体育训练] G420[文化科学—运动人体科学]