吉林省普通高校武术教学中隐性课程的现状调查研究
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摘要
“隐性课程”思想是美国著名的教育学家课程论专家菲利普杰克逊(P.W. Jackson)杰克逊于1968年出版了《班级生活》(Life in Classroom)一书,在该书中杰克逊首次提出了隐性课程(hidden curriculum)这一概念。[1]。隐性课程是通过显性课程内容来显现出来,它是相对于显性课程内容而言的。我国进入20世纪80年代中期开始进行隐性课程的研究,逐渐的将隐性课程研究运用到了体育教学方面。体育教学中又深入针对不同项目进行隐性课程研究。进入21世纪我国党中央国务院先后推出了《面向21世纪教育振兴行动计划》和《关于深化教育改革全面推进素质教育的决定》等纲领性文件。大力开展课程改革的研究和实施工作。不断创新、不断的深入研究使人们对教学课程有了新的认识,人们越来越注意到教学过程中的隐性课程的重要性。甚至涉及到教学过程的各个因素的研究和开发利用,运用多学科的知识交叉进行研究。对体育隐性课程的研究已积累了一定的成果,为我们的研究提供了理论基础和依据。但是,由于我国对隐性课程的研究起步较晚,尤其是武术隐性课程的研究更是很少有人问津的领域,所以我国目前获得的结果仍然十分有限,尤其缺乏实证性的研究,多停留在理论思辨的水平上,对实践的指导意义不强。本文笔者是通过武术隐性课程进行研究,在武术的教学中不仅是传授武技、知识和传统文化等等的教育,而且,教师在武术教学的过程中经常地、非系统地、潜移默化地影响着学生的知识、情感、态度、信念和价值观的形成。
为了进一步促进吉林省普通高校体育教学中武术课质量的完善。提高大学生对武术课的兴趣,紧跟时代发展的需要。笔者针对现阶段吉林省高校武术课教学中隐性课程教学现状进行问卷调查,通过对所获得的资料进行统计和分析,全面了解吉林省普通高校武术隐性课程教学现状,对目前吉林省普通高校武术教学涉及的问题和诸多因素深入分析,通过这些工作,达到明确吉林省普通高校武术隐性课程中的内容。提出合理化建议,结合中国古代的优秀传统文化理论,将儒、释、道等传统思想容入到武术普修课当中。为吉林省普通高校体育教学武术课提供理论参考。
“The Hidden curriculum”the thought is the US famous educationist curriculum discusses expert Philip Jackson (P.W. Jackson) Jake was inferior in 1968 has published“Life in Classroom”a book; Jackson proposed the hidden curriculum for the first time in this book (hidden curriculum) this concept. [1]. The hidden curriculum is appears through the dominant curriculum content comes out, it is opposite in the dominant curriculum content says. Our country entered starts to carry on the hidden curriculum in the mid-1980s the research, gradual studied the hidden curriculum utilizes the sports teaching aspect. In the sports teaching penetrates in view of the different project carries on the hidden curriculum to study. Has promoted successively since the 21st century our country Central Party Committee State Council "To face The 21st century Education Promotion Planning for action" and "about Deepening Educational reform Comprehensive Advancement Education for all-around development Decision" and so on Platforms. Vigorously development curriculum reform research and implementation work. Innovated, the unceasing deep research to enable the people unceasingly to have the new understanding to the teaching curriculum, the people noted in the teaching process more and more recessive curriculum importance. Even involves to the teaching process each factor research and the development use, utilizes the multi-disciplinary knowledge to do alternately the research. Accumulated certain achievement to the sports recessive curriculum's research, has provided the rationale and the basis for ours research. But, because our country is late to the recessive curriculum's research start, particularly the martial arts recessive curriculum's research is the domain which the very few some people ask about, therefore our country obtains at present the result was still very limited, the especially deficient real diagnosis's research, pauses much in the theory speculation level, is not strong to the practice guiding sense. This article author is conducts the research through the martial arts recessive curriculum, not only in the martial arts teaching is the instruction feat of arms, the knowledge and the traditional culture and so on education, moreover, the teacher in the martial arts teaching's process, non-is affecting student's knowledge, the emotion, the manner, the faith and the values formation subtly systematically, frequently.
In order to further promote in the Jilin Province ordinary university sports teaching the martial arts class quality consummation. Enhances the university student to the martial arts class interest, follows close on the time need to develop. The author the recessive curriculum teaching present situation carries on the questionnaire survey in view of the present stage Jilin Province university martial arts class teaching, through to the material which obtains carries on the statistics and the analysis, the thorough understanding Jilin Province ordinary university martial arts recessive curriculum teaching present situation, the question which and many factors involves to the present Jilin Province ordinary university martial arts teaching analyzes thoroughly, through these work, achieves is clear about in the Jilin Province ordinary university martial arts recessive curriculum the content. Proposes the rationalization proposal, unified the Chinese ancient time’s outstanding traditional culture theory, the Confucian, released, and so on traditional thought Confucianism Buddhism Taoist martial arts put to repair the class. Provides the theory reference for the Jilin Province ordinary university sports teaching martial arts class.
为了进一步促进吉林省普通高校体育教学中武术课质量的完善。提高大学生对武术课的兴趣,紧跟时代发展的需要。笔者针对现阶段吉林省高校武术课教学中隐性课程教学现状进行问卷调查,通过对所获得的资料进行统计和分析,全面了解吉林省普通高校武术隐性课程教学现状,对目前吉林省普通高校武术教学涉及的问题和诸多因素深入分析,通过这些工作,达到明确吉林省普通高校武术隐性课程中的内容。提出合理化建议,结合中国古代的优秀传统文化理论,将儒、释、道等传统思想容入到武术普修课当中。为吉林省普通高校体育教学武术课提供理论参考。
“The Hidden curriculum”the thought is the US famous educationist curriculum discusses expert Philip Jackson (P.W. Jackson) Jake was inferior in 1968 has published“Life in Classroom”a book; Jackson proposed the hidden curriculum for the first time in this book (hidden curriculum) this concept. [1]. The hidden curriculum is appears through the dominant curriculum content comes out, it is opposite in the dominant curriculum content says. Our country entered starts to carry on the hidden curriculum in the mid-1980s the research, gradual studied the hidden curriculum utilizes the sports teaching aspect. In the sports teaching penetrates in view of the different project carries on the hidden curriculum to study. Has promoted successively since the 21st century our country Central Party Committee State Council "To face The 21st century Education Promotion Planning for action" and "about Deepening Educational reform Comprehensive Advancement Education for all-around development Decision" and so on Platforms. Vigorously development curriculum reform research and implementation work. Innovated, the unceasing deep research to enable the people unceasingly to have the new understanding to the teaching curriculum, the people noted in the teaching process more and more recessive curriculum importance. Even involves to the teaching process each factor research and the development use, utilizes the multi-disciplinary knowledge to do alternately the research. Accumulated certain achievement to the sports recessive curriculum's research, has provided the rationale and the basis for ours research. But, because our country is late to the recessive curriculum's research start, particularly the martial arts recessive curriculum's research is the domain which the very few some people ask about, therefore our country obtains at present the result was still very limited, the especially deficient real diagnosis's research, pauses much in the theory speculation level, is not strong to the practice guiding sense. This article author is conducts the research through the martial arts recessive curriculum, not only in the martial arts teaching is the instruction feat of arms, the knowledge and the traditional culture and so on education, moreover, the teacher in the martial arts teaching's process, non-is affecting student's knowledge, the emotion, the manner, the faith and the values formation subtly systematically, frequently.
In order to further promote in the Jilin Province ordinary university sports teaching the martial arts class quality consummation. Enhances the university student to the martial arts class interest, follows close on the time need to develop. The author the recessive curriculum teaching present situation carries on the questionnaire survey in view of the present stage Jilin Province university martial arts class teaching, through to the material which obtains carries on the statistics and the analysis, the thorough understanding Jilin Province ordinary university martial arts recessive curriculum teaching present situation, the question which and many factors involves to the present Jilin Province ordinary university martial arts teaching analyzes thoroughly, through these work, achieves is clear about in the Jilin Province ordinary university martial arts recessive curriculum the content. Proposes the rationalization proposal, unified the Chinese ancient time’s outstanding traditional culture theory, the Confucian, released, and so on traditional thought Confucianism Buddhism Taoist martial arts put to repair the class. Provides the theory reference for the Jilin Province ordinary university sports teaching martial arts class.
引文
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[40]张俭.陆美琳. 关于隐性课程在学校体育中的效用分析[J]. 南京体育学院学报.社会科学版. 2004.5
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[42]周海涛. 大学课程目标与内容调查报告——对三所综合性大学本科课程的调查分析[J]教育研究 . 2004.1
[43]周立. 体育隐性课程的载体及实施[J]. 四川体育科学.2003.3
[44]张自力.陈飚.谢风辉.试论隐性体育课程的本质.结构和特征[J]. 中国学校体育 , 2002.1
[45]于晓东. 开发体育隐性课程.全面推进素质教育[J]. 北京体育大学学报 . 2003.2
[46]向渝. 体育隐蔽课程资源的本质、结构和特征研究[J]. 北京体育大学学报 . 2005.5
[47]李玫红.赵永. 体育隐性课程探究[J]. 广西右江民族师专学报 .2005.3
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[2]李复新 20 世纪隐蔽课程研究的历史回顾与评价[C]. 课程改革借鉴篇.北京.人民教育出版社.2003.108
[3]李复新 20 世纪隐蔽课程研究的历史回顾与评价[C]. 课程改革借鉴篇.北京:人民教育出版社.104
[4]邓道宣.罗明礼.国内外隐性课程研究述论[J].成都教育学院学报.2005.12
[5]陈光玖. 武术文化的社会价值与实现[J].搏击·武术科学. 2007.2
[6]管罗红.成征涛.论传统武术文化在武术教学过程中的传承与创新[J]. 宜宾学院学报. 2007.6
[7]樊美筠著.中国传统美学的当代阐述[M].北京大学出版社.2006.1.131
[8]蔡仲林、周志华 武术(第三版)[M]. 北京.高等教育出版社 2000 1-4
[9]唐韶军 周琪 诠释武术“抱拳礼”的精神内涵[J].山东师范大学学报 2005.9
[10]张乃正 高校体育教学方法研究. 中国科技信息 2007 年第 14 期
[11]周兰、 肖军凡. 公共任选课程模块中“隐性课程”的内涵、特征及其价值浅探.广东技术师范学院学报 2007 第 3 期
[12]李玫红、赵永 体育隐性课程探究[J]. 广西右江民族师专学报 2005.6
[13]刘根平.潜课程论[M].沈阳:辽宁教育出版社.1992
[14]马存方 隐性课程研究评述[J].青海师专学报. 2002.6
[15]周丽俊. “乱”——隐性的教学资源[J]. 体育教学 .2006.04
[16]于晓东. 体育素质教育中隐性课程的开发[D]南京师范大学. 2003
[17]杜惠蓉. 利用隐性课程进行化学审美教育[J]达县师范高等专科学校学报 . 2005.2
[18]邹渝.论高校隐蔽课程[J].西南民族学院学报.2002.12
[19]杜惠蓉. 试析化学教学中隐性课程的结构与开发利用[J]涪陵师范学院学报.2004.5
[20]钟启泉.现代课程论[M].上海教育出版社.1989
[21]施良方.课程理论:课程的基础、原理和问题[M].教育科学出版社.1996
[22]邓永超,邓锡绵. 浅论内隐课程与学生非理性因素的培养[J]山西师大体育学院学报 .2004.1
[23]齐红霞,詹春燕. 隐蔽课程的德育价值探析[J]宿州师专学报.2002.2
[24]马存芳. 隐性课程研究述评[J]青海民族学院学报.教育科学版. 2002.6
[25]史晓红. 试析课堂中的隐性课程[J]教育探索.2003.3
[26]张琳.刘科. 体育隐蔽课程的研究综述[J]沈阳体育学院学报.2006.2.
[27]周乘波, 吴英戬. 论体育隐性课程的功能表现[J]. 辽宁经济职业技术学院.辽宁经济管理干部学院学报.2005.3
[28]郑金洲.隐蔽课程.一些理论上的思考.外国教育动态 .1989.1
[29]林英武. 论校园精神环境及其对育人的影响[J]广西民族学院学报.哲学社会科学版.1998.1
[30]任雪萍. 校园人文环境的隐性教育作用[J]安徽电力职工大学学报.2001.4
[31]路景山.王丽静.王仁锁.杨淑欣. 要充分发挥高校校园文化隐性教育功能的作用[J]思想理论教育导刊 .2002.4
[32]班华.隐性课程与个性品德形成[J].教育研究.1989.12
[33]谢春艳. 浅谈潜在课程与校园文化[J].河池师范高等专科学校学报.1998.1
[34]周立. 体育隐性课程的载体及实施[J]. 四川体育科学.2003.3
[35]刘殊芳. 隐性课程建设刍议[J].教育评论.1998.1
[36]黄忠兴. 高校体育教师应对体育隐性课程的思考[J]. 杭州师范学院学报(医学版).2005.6
[37]包育红.邵隽涛. 隐性文化与素质教育[J].佳木斯大学社会科学学报 . 1998.4
[38]刘旭东.薛荣. 人文精神.现代课程的价值取向[J].教育理论与实践 .1998.1
[39]刘科. 体育隐蔽课程的内容与方法研究[D]辽宁师范大学 .2004
[40]张俭.陆美琳. 关于隐性课程在学校体育中的效用分析[J]. 南京体育学院学报.社会科学版. 2004.5
[41]庞学光. 关于隐性课程的探讨[J]课程.教材.教法 . 1994.8
[42]周海涛. 大学课程目标与内容调查报告——对三所综合性大学本科课程的调查分析[J]教育研究 . 2004.1
[43]周立. 体育隐性课程的载体及实施[J]. 四川体育科学.2003.3
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