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A Study on the Top-Level Design of the Construction of an Integrated Curriculum for After-School Physical Education Services in Elementary School in the Context of “5 + 2”

DOI: 10.4236/ce.2025.163018, PP. 284-298

Keywords: “5 + 2” Model, Elementary Physical Education, After-School Services, Integrated Curriculum, Top-Level Design

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Abstract:

With the landing of the “double-decrease” policy, physical education after-school service has become an effective way to reduce the burden on primary school students, physical fitness, personality development, and provides a new opportunity to help students return to the main position of school education. However, the current implementation of elementary school physical education after-school services in the implementation of “classroom moving”, “unclear positioning”, “single content”, “insufficient evaluation”, “lack of protection”, and other problems. In order to solve the problems in the implementation of elementary school PE after-school service, this study puts forward the basic concept of elementary school PE after-school service integration course, course objectives, course characteristics and values through literature and logical analysis, creatively constructs the basic framework of the elementary school PE after-school service integration course in five aspects: supporting the weak, stimulating the interest, strengthening the foundation, enlightening the intellect, and cultivating the excellence, and further explores the path of integration course implementation and condition guarantee, in order to promote primary school PE after-school service, and to promote the implementation of elementary school PE after-school service. It further explores the implementation path and conditions of the integrated curriculum, and provides new ideas for promoting the interaction between the top-level design and grassroots exploration of the integrated curriculum for after-school elementary school physical education services.

References

[1]  Central People’s Government of the People’s Republic of China (2024, March 21). Notice on Enhancing the Level of School Sports After-School Services to Promote the Healthy Growth of Primary and Secondary School Students.
https://www.gov.cn/xinwen/2022-07/06/content_5699556.htm
[2]  Gu, S. J. (2023). Exploration of Integrating Patriotic Sentiment into Physical Education Project-Based Learning—Taking the Unit of “Walking and Running: Obstacle Running” in Grade 5 as an Example. Modern Teaching, No. S2, 26-27.
[3]  Li, K. R. (2023). Research on the Existing Problems and Optimization Countermeasures of After-School Service in Township Elementary School under the Background of “Double Reduction”. Master’s Thesis, Inner Mongolia Normal University.
[4]  Liang, W. C. (2024). Research on the Implementation of the Compulsory Physical Education and Health Curriculum Standards (2022 Edition) in the Upper Primary Grades in Guangzhou City. Master’s Thesis, Guangzhou University.
[5]  Ministry of Education of the People’s Republic of China (2022). Compulsory Education Physical Education and Health Curriculum Standards (2022 ed.). Beijing Normal University Press.
[6]  Wu, W. H., & Zhou, D. R. (2023). Based on Classroom Teaching to Comprehend the Connotation of the Discipline. Chinese School Sports, 42, 33-34.
[7]  Yin, Z. H., Meng, H., Sun, M. Z. et al. (2022). The Thinking Principle and Practice Path of Physical Education and Health Curriculum Implementing Core Literacy Training under the Background of New Curriculum Standard. Journal of Capital Institute of Physical Education, 34, 253-262.

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