| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 以后我国中小学履行以落实新课标为重要内容的新一轮体育教授教养改造已有一些光阴了，不外此轮改造结果甚微、步履维艰．如若走出这一窘境，不过乎一要总结经历经验赓续开辟朝上进步，二要自创国外经历尽快使之外乡化。前苏联中小学体育教授教养实际与理论曾历久作用过中国，如我国粹校体育教授教养中的国度体育锤炼尺度就出自于20世纪50年月前苏联的“劳卫制”，再如体育教授教养中重视活动技巧体系教授和教员主导感化施展等均为前苏联教导家凯洛夫教导思惟的产品。我国中小学体育教授教养改造今朝正面对着先生不爱好体育课、男女先生体质比年降低等成绩的严格挑衅．而处于市场经济配景下的俄罗斯中小学体育教授教养亦碰到与我国类似或邻近的成绩。比拟、剖析前苏联及俄罗斯中小学体育教授教养正反两方面的经历，这对于处理我国中小学体育教授教养方面存在的成绩具有实际的、汗青的意义。 本研究经由过程中俄中小学体育教授教养的目的、内容及评价比拟，旨在找寻一条可以从基本上改良我国中小学体育教授教养现状的途径。 1、中俄中小学体育教授教养目的均由看重社会本位转向看重个别本位，俄语论文题目，其教授教养目的价值取向逐步趋于多元化，而俄罗斯中小学体育教授教养目的中“造就先生自力从事体育锤炼的才能和习气”有助于我国中小学“毕生体育”理念的升华。 2、俄罗斯中小学体育教授教养内容涵盖实际与理论的各个部门，一则加年夜了体育教授教养选修内容的比例，二则从先生须要及成长先生特性动身强调了“学科基本常识”的体系性，而我国中小学体育教授教养内容则由扩展选修内容规模到《新课程尺度》中固然不详细划定教授教养内容尺度增长了教员的自立选择权，俄语论文网站，然则在体育教授教养实行进程中却给体育教员带来诸多未便。 3、俄罗斯中小学体育教授教养评价中划定了先生控制体育教授教养内容的最低尺度和肯定了个体评价与综合评价相联合的准绳，而我国的《体育与安康课程尺度》存在着否认依据”同一尺度”和“同一请求”予以评价的偏向，形成体育教授教养评价“无尺度化”和“无鉴别化”效果，作用中小学体育课教授教养的质量进步。 Abstract: After our country elementary and middle schools to perform in order to implement the new curriculum is an important part of a new round of sports teaching reform has been some time, nothing more than this round of the transformation of the little and struggling. If out of this dilemma, but almost to sum up experience ceaselessly opens upward progress. Second, we must profit from the overseas experience as soon as possible so that the stranger. The former Soviet Union elementary and middle schools sports teaching actual and theory has long-term effect on China, such as quintessence school sports teaching in the national physical exercise scale from before the 20th century, 50 years laowei system of the Soviet Union. Another example is the sports teaching attention skills system teach grant and teacher leading role display, is the former Soviet educator Kairov education thought of the products. Our country elementary and middle schools sports teaching reform current positive against Mr. don't like PE classes, men and women Mr. physique than decreased scores of severe challenges. In the market economy background Russia's primary and secondary school physical education teaching also met with China similar or close to the results. Comparison, analysis of the former Soviet Union and the Russian and middle school physical education teaching positive and negative experience of two aspects, which deal with the teaching of physical education in primary and secondary schools in China, the achievements of the actual, historical significance. The purpose, content and evaluation of the teaching of physical education in middle and primary schools in China and Russia are compared. The aim is to find a way to improve the current situation of physical education teaching in primary and middle schools in China. 1, Russian Elementary and middle schools sports teaching objective were the value of social standard to individual standard value, the teaching objective values gradually diversified, and Russian school sports teaching objectives "created Mr. independently engage in physical exercise ability and habit" is helpful to our country elementary and middle schools "lifetime sports" concept the sublimation. 2, Russia elementary and middle schools sports teaching content covers all sectors of the practical and theoretical, a were added to the eve of the sports teaching elective content ratio, second is from Mr. need and growth, the characteristic embarks emphasizes the system of the "subject" of the basic common sense, and our country elementary and middle schools sports teaching content is by the extended elective scale and content to the "new curriculum standard" although not detailed delineation of the teaching contents of the scale growth the right to choose their own teachers. However in the sports teaching implementation process is to sports teacher brings a lot of inconvenience. 3, Russia in the evaluation of PE Teaching of middle and primary schools to delineate the control of Mr. sports teaching content of minimum standards and affirmed the individual evaluation and comprehensive evaluation phase combined with the criterion, and the "sports and health curriculum standards" exist denied according to "scale" and "the same request" to give an evaluation bias, formation of sports teaching evaluation "scale-free" and "had no differential effects, of primary and middle school physical education teaching quality improvement. 目录: |
