%0 Journal Article
%T 基于体育认知差异性的体育院校非体专业学生体育理论教学过程设计研究<br>Teaching Process Design of Sports Theory Course for Non-physical Education Major Students in China Sport Colleges:Basing on the Differences of Sports Cognition
%A 董传升
%A 孙夕鹭
%A 赵宏雯
%A 张麟寰
%J 北京体育大学学报
%D 2015
%R 10.19582/j.cnki.11-3785/g8.2015.09.014
%X 摘要：体育院校中非体专业学生比例不断扩大。与体育专业学生相比，非体专业学生在体育认知上存在较大差距。这些差距已经成为深刻影响非体专业学生学习体育理论效果的客观因素，严重影响人才培养质量。使用文献分析法、调查法等研究方法，以沈阳体育学院本科学生为研究对象，根据教学过程设计的基本原理，从教学目标、教学实施、教学情境和教学评价与反馈4个环节提出了非体专业学生体育理论教学过程设计的基本方案。在教学目标环节，将体育理论知识与体育现象进行匹配设计，提出具象化目标；在教学实施环节，引导学生研究性学习具象化、操作化的体育理论知识；在教学情境环节，设计出课堂情境、观摩情境和体验情境等复合性教学情境来丰富学生的学习体验；在教学评价与反馈环节，采用体育知识、体育情感、体育认知等综合性评价，并通过将评价结果反馈学生来激发学生进一步提高学习积极性。得出如下结论：基于情境化的教学过程设计所构建的教学模式，对提升非体专业的体育认知水平具有显著作用。因此，本研究可能对改善体育院校非体专业学生体育理论教学薄弱环节起到积极的借鉴作用。<br>Abstract: The proportion of non-physical education major students is increasingly expanding in China sports colleges. Compared with physical education major students, non-physical education major students have many differences on sports cognition. These differences have profoundly become the key objective factors that influence the effect of learning physical education theory and seriously affect the quality of personnel training. Choosing undergraduates in Shenyang Sport University as research object and based on basic principles of teaching process design theory, this paper carried out a basic plan for sports theory course teaching process design for non-physical education major students from target, implementation, situation, and evaluation and feedback aspects by the methods of literature review and investigation. In teaching target step, specific-image goal should be set out by the match of sports theories and sports phenomena. In teaching implementation step, students should be guided to study specific-image and operationalizational knowledge of sports theory. In teaching situation step, a complex situation that including classroom circumstance, situational circumstance, and experience circumstance should be designed to enrich students’ experience. In teaching evaluation and feedback step, we should choose knowledge, physical feeling, and sports cognition to get a comprehensive evaluation, and to arouse students’ learning zeal by telling the evaluation result to them. The conclusion is that the constructed teaching model based on the situated teaching process design has significant effect on sports cognition to improve non-physical education students. This study may provide an effective reference to improve sports theory teaching to non-physical students in China sport colleges
%K sport college non-physical education major physical education major sports cognition sports theory course teaching process
%U http://xuebao.bsu.edu.cn/ch/reader/view_abstract.aspx?file_no=20150914&flag=1