动商与“三生教育”研究
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摘要
基于以人为本、全人发展的全新目标,本文采用文献资料法、归纳法、逻辑分析法等研究方法,着眼于动商与"三生教育"之间的内在联系。研究发现:打造动商与"三生教育"的体育特色课程,是以人为本、全人发展的应有之义;利用政府、社会、家庭的传播辐射功能,能够宣传动商与"三生教育"的影响与价值;发挥国家战略优势,助推动商与"三生教育"相融合,是加快实现中华民族伟大复兴之路的重要保障。
With the new goal of people-oriented and whole-person development, this paper focuses on the internal relationship between motor quotient(MQ) and "life, survival and livelihood education(Sansheng Education)". Based on a literature review, induction and logical analysis, research findings point out that the featured sports curriculum, combining Motor Quotient(MQ) and "Sansheng education" is a people-oriented and whole-person development. It is able to propagate MQ and Sansheng Education by applying propaganda functions of the government, society, and families. The spread and radiation function of the family is to promote and publicize the influence and value of Motor Quotient(MQ) and "Sansheng Education". It guarantees China's accelerated rejuvenation by giving full play to the national strategic advantages and helping promote the integration of the Motor Quotient(MQ) and "Sansheng Education".
With the new goal of people-oriented and whole-person development, this paper focuses on the internal relationship between motor quotient(MQ) and "life, survival and livelihood education(Sansheng Education)". Based on a literature review, induction and logical analysis, research findings point out that the featured sports curriculum, combining Motor Quotient(MQ) and "Sansheng education" is a people-oriented and whole-person development. It is able to propagate MQ and Sansheng Education by applying propaganda functions of the government, society, and families. The spread and radiation function of the family is to promote and publicize the influence and value of Motor Quotient(MQ) and "Sansheng Education". It guarantees China's accelerated rejuvenation by giving full play to the national strategic advantages and helping promote the integration of the Motor Quotient(MQ) and "Sansheng Education".
引文
[1] 杨东平.教育蓝皮书:中国教育发展报告 (2018) [M].北京:社会科学文献出版社,2018:257.
[2] 杨振斌,李焰.大学生非正常死亡现象的分析[J].心理与行为研究,2015(5) :698-701.
[3] 张新萍.建构智商、情商、动商三商一体的全人发展理论体系[J].南京理工大学学报(社会科学版),2015(9):26-31.
[4] 王宗平,张怡.动商——人类全面发展的重要支脚[J].体育学刊,2014( 4) :13-16.
[5] McCloy G H.The measurement of general motor capacity and general motor ability [J].Physical Education and Recreation,1934( 5) :46-61.
[6] Fischer A C.Sport intelligence[M]//Straub W F,Williams J M.Cognitive sport psychology.London:Sport Science Associates,1984:21-33.
[7] 霍力岩.加德纳的多元智力理论及其主要依据探析[J].比较教育研究,2000(3):38-43.
[8] Berendsen B M,Van Meeteren N L U,Helders P J M.Towards assessment of“motor intelligence”?A kick-offfor debate[J].Advances in Physiotherapy,2002( 3) :99-107.
[9] 林华雄.动商研究中心在宁成立[N].新华日报,2013-04-25.
[10] 常金栋.青少年动商研究的理论溯源与框架构建[J].南京理工大学学报(社会科学版),2016(1):35-39.
[11] 崔国文,程斌.“三生教育”的内在逻辑与价值诉求[J].继续教育研究,2009( 4) :163-166.
[12] 罗崇敏.生命·生存·生活[M].昆明:云南人民出版社,2008:26-42.
[13] 郑晓江.关于“生命教育”中几个问题的思考[J].福建论坛( 社科教育版) ,2005( 9) :6-8.
[14] 孟建伟.教育与生活—关于“教育回归生活”的哲学思考[J].教育研究,2012( 3) :12-17.
[15] 王宗平.动商是什么[N].南京理工大学报,2014-10-12.
[16] 王集旻,王珏玢.让体育回归教育——来自巴赫的善意提醒[EB/OL].(2014-8-20)[2019-02-15].http://news.xinhuanet.com/sports/2014-08 /20/c_126895078.htm.
[17] 王宗平,张红兵,张怡.动商——献给南京青奥会的一份特殊礼物[J].南京体育学院学报,2014( 4) :37-41.
[18] 何笑.动商——推动我国迈向体育强国的理论研究与路径探析[J].贵州体育科技,2018(2):11.
[19] 王智慧.体育强国的评价体系与实现路径研究[M].北京:体育大学出版社,2014:128.
[20] 一然.国家督学罗崇敏教授在京讲学——传播践行“三生教育”及“价值主义教育思想”[J].华夏教师,2013(9):18-19.
[21] 潘晓波,陈媛媛.“三生教育”视域下高校校园体育文化建设路径探索[J].体育文化导刊,2017(8):145-149.
[22] 习近平.习近平谈治国理政[M].北京:外文出版社,2014:50、164.
[23] 杨国庆,刘红建,郇昌店.新时代我国青少年公共服务体系建设研究[J].北京体育大学学报,2018(4):9-15.
[2] 杨振斌,李焰.大学生非正常死亡现象的分析[J].心理与行为研究,2015(5) :698-701.
[3] 张新萍.建构智商、情商、动商三商一体的全人发展理论体系[J].南京理工大学学报(社会科学版),2015(9):26-31.
[4] 王宗平,张怡.动商——人类全面发展的重要支脚[J].体育学刊,2014( 4) :13-16.
[5] McCloy G H.The measurement of general motor capacity and general motor ability [J].Physical Education and Recreation,1934( 5) :46-61.
[6] Fischer A C.Sport intelligence[M]//Straub W F,Williams J M.Cognitive sport psychology.London:Sport Science Associates,1984:21-33.
[7] 霍力岩.加德纳的多元智力理论及其主要依据探析[J].比较教育研究,2000(3):38-43.
[8] Berendsen B M,Van Meeteren N L U,Helders P J M.Towards assessment of“motor intelligence”?A kick-offfor debate[J].Advances in Physiotherapy,2002( 3) :99-107.
[9] 林华雄.动商研究中心在宁成立[N].新华日报,2013-04-25.
[10] 常金栋.青少年动商研究的理论溯源与框架构建[J].南京理工大学学报(社会科学版),2016(1):35-39.
[11] 崔国文,程斌.“三生教育”的内在逻辑与价值诉求[J].继续教育研究,2009( 4) :163-166.
[12] 罗崇敏.生命·生存·生活[M].昆明:云南人民出版社,2008:26-42.
[13] 郑晓江.关于“生命教育”中几个问题的思考[J].福建论坛( 社科教育版) ,2005( 9) :6-8.
[14] 孟建伟.教育与生活—关于“教育回归生活”的哲学思考[J].教育研究,2012( 3) :12-17.
[15] 王宗平.动商是什么[N].南京理工大学报,2014-10-12.
[16] 王集旻,王珏玢.让体育回归教育——来自巴赫的善意提醒[EB/OL].(2014-8-20)[2019-02-15].http://news.xinhuanet.com/sports/2014-08 /20/c_126895078.htm.
[17] 王宗平,张红兵,张怡.动商——献给南京青奥会的一份特殊礼物[J].南京体育学院学报,2014( 4) :37-41.
[18] 何笑.动商——推动我国迈向体育强国的理论研究与路径探析[J].贵州体育科技,2018(2):11.
[19] 王智慧.体育强国的评价体系与实现路径研究[M].北京:体育大学出版社,2014:128.
[20] 一然.国家督学罗崇敏教授在京讲学——传播践行“三生教育”及“价值主义教育思想”[J].华夏教师,2013(9):18-19.
[21] 潘晓波,陈媛媛.“三生教育”视域下高校校园体育文化建设路径探索[J].体育文化导刊,2017(8):145-149.
[22] 习近平.习近平谈治国理政[M].北京:外文出版社,2014:50、164.
[23] 杨国庆,刘红建,郇昌店.新时代我国青少年公共服务体系建设研究[J].北京体育大学学报,2018(4):9-15.