我国部分高校拓展训练教学大纲研究
发布时间：2018-12-12 13:31
【摘要】：本文以我国部分高校拓展训练教学大纲为研究对象,在研究过程中以部分高校拓展训练课任课教师和部分参加过该课程的学生为调查对象,并收集了七所高校的教学大纲作为研究的客观依据。本文采用文献资料法、专家访谈法、问卷调查法、数理统计法、实地考察法、对比分析法等多种科研方法,对北京大学、北京体育大学等七所高校的教学大纲及相关内容进行研究,得出如下结论： (1)我国教育相关部门没有编写基础性的高校拓展训练课教学大纲,一部分院校也没有适时自主编制教学大纲；高校拓展训练课教学没有统一、规范的,教材。 (2)笔者所调研的七所高校都购买或者教师自制了部分拓展训练课的专用器材；拓展训练课的专用场地和中高空组合训练架等专门设施并不是开设拓展训练课程的必要条件。 (3)各高校是为了适应素质教育改革的趋势和当代大学生全面发展的需求,课程以提高大学生的身心健康、良好的沟通能力、社会适应能力、团队凝聚力、社会责任感等综合素质为目标,力求使学生由“学校人”向“社会人”、“企业人”转变,成为社会优秀人才。 (4)按照不同的方法可以将拓展训练项目分为不同的类型,将拓展训练项目进行分类,可以更加便于选择、编排组合符合教学目标、师资情况和学生特点的教学内容,以提高教学质量；教学内容都包括理论部分和实践部分；但是各高校没有根据地区和地形地貌等的特点选择安排水上项目和野外项目,教学内容不够丰富、全面。 (5)各高校教学进度与学时安排方面存在较大的差异,长期、系统的教学安排应体现出教学内容的阶段性和层次性的特点,以不断的引导学生达到新一轮的高峰体验,实现教学目标。 (6)拓展训练课考核方式一般为理论结合实践,但是拓展训练作为提高学生综合素质的体验式教育,仅仅从理论、实践、学习态度、身体素质等几个方面很难做出客观、全面的成绩评定。
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G895-4
本文编号：2374660
[Abstract]:In this paper, the author takes some colleges and universities' extension training syllabus as the research object, and some teachers and some students who have participated in this course as the objects of investigation in the course of the research. And collected seven colleges and universities syllabus as the objective basis for the study. In this paper, a variety of scientific research methods, such as literature, expert interview, questionnaire, mathematical statistics, field investigation, comparative analysis, etc., are used to study Peking University. Based on the study of the syllabus and related contents of seven universities such as Beijing physical Education University, the following conclusions are drawn: (1) the relevant departments of education in China have not compiled the basic syllabus of the extended training course in colleges and universities. Some colleges and universities also did not compile the teaching syllabus independently in due course; There is no uniform, standardized, teaching material for the development training course in colleges and universities. (2) the seven colleges and universities investigated by the author have purchased or made part of the special equipment of the extended training course, and the special facilities such as the expansion of the special field of the training course and the combination training rack are not the necessary conditions for the opening of the extended training course. (3) in order to adapt to the trend of quality-oriented education reform and the demand of all-round development of contemporary college students, the courses are designed to improve students' physical and mental health, good communication ability, social adaptability and team cohesion. In order to make the students change from "school people" to "social people" and "enterprise people", they can become outstanding talents of society. (4) according to different methods, the extended training items can be classified into different types, which can be more easily selected, and the combination can be arranged in accordance with the teaching objectives, the situation of teachers and the characteristics of students. To improve the quality of teaching; The teaching content includes the theory part and the practice part, but each university does not choose the water project and the field project according to the area and the topography and so on, the teaching content is not rich enough, comprehensive. (5) there are great differences in teaching progress and teaching hours in colleges and universities. In the long run, the systematic teaching arrangement should reflect the characteristics of the stages and levels of teaching content, so as to guide students to a new round of peak experience. To achieve the goal of teaching. (6) the examination method of the extended training course is generally the combination of theory and practice. However, as an experiential education to improve the students' comprehensive quality, it is difficult to make objective education from the aspects of theory, practice, study attitude, physical fitness and so on. A comprehensive grade assessment.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G895-4
【参考文献】
相关期刊论文 前1条
1 张茂泉;;基于体验式学习的高校体育拓展训练课程设计研究[J];吉林体育学院学报;2010年02期
，本文编号：2374660
本文链接：https://www.wllwen.com/guanlilunwen/lvyoujiudianguanlilunwen/2374660.html
