建构主义视阈下中小学校武术课程研究

发布时间：2018-06-02 18:53

本文选题：武术教育 + 建构主义　；参考：《上海体育学院》2017年博士论文

【摘要】：2010年启动的新一轮的课程改革现已进入深化阶段,在课程改革进一步深化的形式下,满足武术课程改革的深化需求,使武术课程改革与课程改革理念更加契合是本研究的目标之一。从武术课程的发展理念而言,现代武术课程的发展突出了武术的中心地位,武术教育的意义被武术的发展诉求所掩盖,改变武术课程以武术为中心的课程建设模式,使武术教育的发展遵从教育需求是本研究的目标之二。在武术项目中生理学、文化学、训练学、武术学等知识内容众多,从知识的角度探索学生对武术课程的需求,从而构建出课程模型这是本研究目的之三。近年来武术教育迎来了新的发展机遇,传统武术作为课程内容开始进入学校课程体系,因此本研究也希望为传统武术进入学校课程的开辟一条科学路径,使传统武术更好的服务于教育的同时凸显自身的价值,这是本研究的目的之四。本研究以知识论、学习论、课程论为切入点。知识论和学习论直接影响了现代课程建设,知识论主要影响了课程的内容和对象,学习论则主要影响了课程的形态、研究范式、范围。知识论设立了一个精神框架,对课程的知识进行筛选,因此知识观决定课程内容,也就是决定了学生“知”的维度;学习论主要指导课程的实践,知识必须经过思考、批判等认知过程才能为学生所接受,学习的最终结果是促使学生形成一定的思维模式和思想,因此学习论在课程建设中的作用可以总结为“致思”。课程论主要是融合知识论和学习论的内容对课程建设进行指导,因此课程论对“知”与“思”的实践进行指导。现代武术课程建设的知识论、学习论和课程论基础是武术课程现状的决定性因素,因此研究从知识论、学习论、课程论出发对武术课程知识、学习、课程特征进行了分析。从知识论的角度而言,当今武术课程建设以科学知识论为基础,在科学知识论下武术知识呈现出封闭性、单一性和伪逻辑性特征;从学习论的角度而言,虽然心理科学已经发展至认知心理学阶段,但是武术课程基本还是沿用了行为主义学习观,在行为主义学习论下武术课程程的学习过程呈现出如下特征:内容方面武术课程以封闭性替代开放性,动机方面武术课程以外在利益取代内在需求,互动维度武术课程以单一维度的灌输取代多方位的交流。从课程论的角度而言,现代以学科为单位的课程模式构建了一个结构化的课程体系,在结构化的课程体系下武术课程呈现出三个方面的特征:课程内容根基虚浮;政治因素成为了课程的立身之本;课程发展矛盾重重。建构主义视阈下知识论、学习论、课程论的改变是建构性武术课程与现有武术课程差异的来源,因此研究对建构主义视阈下的知识论、学习论和课程论特征进行分析。从知识论的角度而言,建构主义否定了知识的绝对性,建构主义并不认为知识存在本质,知识只是一种纯粹的形式关系,因此建构主义知识观表现出以下五点特征:知识的社会性、调和性、开放性、适用性和流动性。建构主义学习论建立在认知主义心理理论基础上,但是建构主义学习论突出了学习过程是社会维度和个体维度的结合,突破了传统学习理论注重单一层面的不足,认为学习是个体与社会的互动过程。建构主义学习理观的特点主要表现在三个方面;第一,重视学习过程主体性和差异性;第二,将学习视解构与建构不断循环的过程;第三,注重学习的实践性和情境性。建构主义将课程视为学习活动的组织形式,建构主义视阈下课程论具有四个特征;第一,消解了课程的知识限定属性;第二,打破了知识中心主义价值取向;第三,消除了课程的工具属性;第四,改变了传统课程的结构。分析建构主义知识论、学习论、课程论的变化对武术课程产生的具体影响是建构主义武术课程建设指导刚要,因此文章对建构主义知识论、学习论、课程论下武术课程发生的具体变化进行了分析。知识论的变化对武术课程内容的影响主要表现在四个方面;第一,社会是武术课程内容的设置标准和评价标准;第二,武术中的经验知识和科学知识得到协调;第三,扩展武术课程知识的来源;第四,课程内容以探索性项目替代确定知识。学习论对武术课程的影响主要表现在:第一,武术学习方式以互助式的学取代结构式的教;第二,武术学习目标以能力增长取代知识获得;第三,武术学习环境以生动情景取代单调课堂。课程论的变化对课程形式的影响;第一,武术课程的教与学的过程将逐步融合;第二,改变了传统的武术课程结构和界线。通过对建构主义知识论、学习论和课程论的分析可知,建构主义教育理论的核心理念是学生的中心地位,无论是课程目标的确定、课程内容的组织、课程评价的实施都必须体现学生的主体性,因此学生的认知是课程建设的起点。为了了解学生对武术的认知,确立课程建设的基础,研究编定《中小学生武术学习期望》调查问卷,探索学生对武术课程的需求,以学生的需求为基础进行课程建设。在经过探索性因素分析、验证性因素分析后武术的学习期望表现为四个维度;武术知识、生理知识、社会化目标和成就期望,以学生的认知为基础结合建构主义知识论、学习论课程论的特征确定了课程的四个目标。武术知识目标主要包括了解武术技术、历史、器械、拳种、礼仪等相关知识,对武术文化有直观的了解,并形成稳定的武术观念。生理知识目标要求学生通过武术学习掌握身体部位和器官等生理知识;并从生理学角度理解武术运动对健康促进原理,能将生理学知识用于编创武术动作和指导运动。成就目标要求学生了解武术课程中的学习动机,掌握基本的动机调控方法,知道用动机调控学习。社会化目标学生了解武术运动中基本道德、伦理,并且用武术伦理道德规范自己行为,形成一定的道德修、伦理素养和团队合作精神。不同年级的学生对武术课程的需求必然存在差异,研究沿用了《义务教育体育与健康课程标准》对不同年级学生的划分方式,对上海市26所中小学,600名学生进行了调查,探索不同年级学生对武术课程期望的差异。重复量数方差分析后显示不同年级对武术课程的需求存在显著性差异,经lsd事后检验对不同年级的知识需求进行排序,不同水平学生对武术课程知识的需求如下;水平二学生对武术课程的学习期望的排序依次为武术知识、生理知识、成就期望、社会关系;水平三学生对武术课程的学习期望的排序依次为成就期望、生理知识、武术知识、社会化期望;水平四学生对武术课程的学习期望的排序依次为成就期望、武术知识、生理知识、社会化期望。在对武术课程内容确定之前确立了建构主义课程内容的组织需遵循三条准则:第一,注重多学科之间的横向连接;第二,内容形式以独立性动作取代封闭套路;第三,注重内容的引导性和探索性。课程内容从教师活动、探索项目、学生活动、教学目标四个方面进行了建设。教师活动主要包括资料准备和组织引导两个方面,资料由教师根据所交拳种的特征进行准备;教师的组织引导主要包括下面6个任务:组建学习团队、布置任务、构建情境、提供指导、检查学习效果、调节学生关系;水平二学生共设置了5探索任务,水平三学生设置了6个探索任务,水平四学生设置了7个探索任务。建构主义教育以培养学生德能力为主要目标,因此建构性武术课程评价以改变了传统的课程评价模式。从评价主体而言改变了教师在评价中的主导地位,从评价形式而言将评价分为小组内评价、小组间评价、学生自评、教师评价四个板块,并且确定了每个版块的评价指标。
[Abstract]:The new round of curriculum reform started in 2010 has now entered the deepening stage. In the form of further deepening of the curriculum reform, it is one of the objectives of this study to meet the deepening demand of the reform of Wushu courses and make the reform of Wushu curriculum and the concept of curriculum reform more fit. With the central position of Wushu, the significance of Wushu education is concealed by the demands of the development of Wushu. It will change the curriculum construction mode of Wushu as the center of Wushu, and make the development of Wushu education conform to the education demand is the two goal of this study. This is the three of the purpose of this study. In recent years, Wushu education has entered a new development opportunity. Traditional martial arts have entered the school curriculum as the content of the curriculum. Therefore, this study also hopes to open up a scientific path for the traditional martial arts to enter the school curriculum. Traditional martial arts better serve education at the same time highlighting its own value, which is the four purpose of this study. This study is based on knowledge theory, learning theory and curriculum theory. Knowledge theory and learning theory have a direct impact on the construction of modern curriculum. The theory of knowledge mainly affects the content and object of the course, and the theory of learning mainly affects the form of the course. The theory of knowledge sets up a spiritual framework to screen the knowledge of the curriculum. Therefore, the concept of knowledge determines the content of the course, that is, the dimension of the "knowledge" of the students; the theory of learning mainly guides the practice of the course, and the knowledge must be thought through, and the process of criticism is accepted by the students. The final result of the study is the result of the study. The role of learning theory in the course construction can be summed up as "thinking". Curriculum theory is mainly the integration of the content of knowledge theory and learning theory to guide the course construction, so the curriculum theory guides the practice of "knowledge" and "thought". The basis of the theory of learning and the theory of curriculum is the decisive factor of the present situation of Wushu courses. Therefore, the research is based on the analysis of knowledge, learning and curriculum of Wushu courses from knowledge theory, learning theory and curriculum theory. From the perspective of knowledge theory, the construction of Wushu courses is based on the theory of scientific knowledge, and the knowledge of Wushu is presented under the theory of scientific knowledge. It is closed, single and pseudo logical; from the angle of learning theory, although the psychological science has developed to the cognitive psychology stage, the martial arts curriculum basically still uses the behaviorist learning view. Under the behaviorism learning theory, the learning process of Wushu course shows the following characteristics: the content aspects of Wushu courses are closed. Instead of opening to the outside world, the motivation is to replace the inherent demand in the course of the martial arts, and the interactive dimension of the martial arts curriculum is replaced by a single dimension to replace the multidimensional communication. From the perspective of curriculum theory, a structured curriculum system is constructed by the modern subject based Curriculum model, and the Wushu course is presented under the structured curriculum system. The characteristics of the three aspects are as follows: the course content is groundless; the political factors have become the foundation of the curriculum; the curriculum development is contradictory. The change of knowledge theory, learning theory and curriculum theory under the constructivism view is the source of the difference between the constructivist Wushu course and the existing Wushu Course, so the study on the theory of knowledge and learning under the view of Constructivism From the perspective of the theory of knowledge, constructivism denies the absoluteness of knowledge. Constructivism does not consider the nature of knowledge, and knowledge is only a purely formal relationship. Therefore, the constructivist knowledge view shows the following five characteristics: the sociality, harmonization, openness, applicability and liquidity of knowledge. Constructivist learning theory is based on the theory of cognitive psychology, but the constructivist learning theory highlights the combination of the social dimension and the individual dimension, breaking through the shortcomings of the traditional learning theory which pays attention to the single level, and thinks that learning is the interaction between the individual and the society. The characteristics of the constructivist learning theory are mainly manifested. In three aspects: first, attach importance to the subjectivity and difference of the learning process; second, study the process of constructing and constructing the learning process; third, pay attention to the practical and situational of learning. Constructivism regards curriculum as the organizational form of learning activities, and curriculum theory has four characteristics under the constructivist threshold; first, it dispels the knowledge of the curriculum. Second, breaking the value orientation of the knowledge centralism; third, eliminating the tool properties of the curriculum; fourth, changing the structure of the traditional curriculum. Analysis of the concrete influence of constructivist knowledge theory, learning theory and curriculum theory on the formation of Wushu curriculum is the guiding principle of constructivist Wushu course construction, so the article is the construction master. The specific changes in Wushu courses are analyzed under the theory of semantic knowledge, learning theory and curriculum theory. The influence of the change of knowledge theory on the content of Wushu courses is mainly manifested in four aspects. First, the society is the standard and evaluation standard of the content of Wushu courses; second, the experience and scientific knowledge in Wushu are coordinated; third, expansion The source of knowledge in Wushu courses; fourth, the content of the curriculum is replaced by exploratory projects. The influence of learning theory on Wushu courses is mainly manifested in the following aspects: first, the way of Wushu learning is replaced by mutual aid; second, the learning goal of Wushu is acquired by ability to gain knowledge; and third, the learning environment of Wushu is a vivid scene Instead of the monotonous classroom. The changes in the curriculum theory affect the form of the curriculum; first, the process of teaching and learning of Wushu courses will gradually merge; second, the traditional Wushu curriculum structure and boundary are changed. Through the analysis of constructivist knowledge theory, learning theory and curriculum theory, the core concept of constructivist education theory is the center of students. Whether it is the determination of curriculum goals, the organization of curriculum content, the implementation of curriculum evaluation must reflect the students' subjectivity, so the students' cognition is the starting point of the course construction. In order to understand the students' cognition of Wushu and establish the foundation of the curriculum construction, the study and compilation of the students' learning expectation of primary and middle school Wushu, and the exploration of the students to the martial arts are made. The needs of the curriculum are built on the basis of the needs of the students. After the analysis of the exploratory factors and the analysis of the confirmatory factor analysis, the learning expectation of Wushu is four dimensions, the Wushu knowledge, the physiological knowledge, the socialized goal and the achievement expectation, the constructivist knowledge theory based on the students' cognition, the specialty of the learning theory of curriculum. The four goals of the course are determined. The knowledge target of Wushu mainly includes knowledge of martial arts, history, equipment, boxing, etiquette and so on. It has a visual understanding of Wushu culture, and forms a stable concept of martial arts. Physical knowledge targets require students to learn physical knowledge of body parts and organs through martial arts; and from physiology. The angle of view is to understand the principles of promoting health in Wushu, and can use the knowledge of physiology to create martial arts action and guide movement. The achievement goal requires students to understand the learning motivation in the Wushu course, master the basic motive control methods, and know the motivation to control learning. Using the ethics of martial arts to standardize their own behavior, form a certain moral repair, ethical literacy and teamwork spirit. The students of different grades are bound to have differences in the needs of Wushu courses. The study follows the classification of the curriculum standard of compulsory education sports and health to the students of different grades, 26 primary and secondary schools in Shanghai and 600 students. A survey was conducted to explore the differences between students in different grades on the expectation of Wushu courses. After the analysis of variance analysis, there was a significant difference in the demand for Wushu courses in different grades. After the LSD post test, the needs of different grades were sorted, and the requirements for the knowledge of Wushu courses at different levels were as follows; and the level two students were to Wushu. The order of learning expectation of the course is Wushu knowledge, physiological knowledge, achievement expectation and social relationship, and the ranking three students' learning expectation of Wushu course is achievement expectation, physiological knowledge, Wushu knowledge, social expectation, and the ranking of level Four students' learning expectation of Wushu course is achievement expectation, Wushu knowledge, Physical knowledge, socialized expectations. In the determination of the content of constructivist curriculum before the determination of the content of Wushu courses, the organization of the content of Constructivism should follow three principles: first, pay attention to the horizontal connection between multidisciplinary; second, the content form takes the independent action to replace the closed routine; third, the guidance and exploration of the content of the weight injection. The content of the curriculum is from the teacher's life. There are four aspects of the construction of the activities, the exploration project, the student activities and the teaching objectives. The teachers' activities mainly include two aspects of material preparation and organization guidance. The material is prepared by the teachers according to the characteristics of the fist. The teacher's organizational guidance mainly includes the following 6 tasks: set up the study team, arrange the task, construct the situation, and provide guidance. Check the effect of learning and adjust the relationship between students; level two students have set up 5 exploration tasks, level three students set up 6 exploration tasks, level Four students set up 7 exploration tasks. Constructivist education to cultivate students' moral ability as the main goal, so constructivism Wushu course evaluation to change the traditional curriculum evaluation model. From evaluation The price subject has changed the teacher's dominant position in the evaluation. From the form of evaluation, the evaluation is divided into group evaluation, inter group evaluation, self-evaluation of students, teacher evaluation four plates, and the evaluation indexes of each block are determined.
【学位授予单位】：上海体育学院
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.96

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