【作者】 王晶；

【导师】 刘俊一；

【作者基本信息】 东北师范大学 ， 体育教育训练学， 2025， 博士

【摘要】 学前教育是学龄前儿童全面成长的重要阶段,对儿童的身体发展、社会性能力培养和运动兴趣提升具有深远影响。学龄前体育课程作为学前教育的重要组成部分,不仅促进儿童体能发展,还能增强社会适应能力,并激发终身体育兴趣。然而,现有学前体育课程在实践中仍存在诸多问题,如目标片面化、内容成人化、活动形式单一、教学方法缺乏针对性,导致儿童的体育学习兴趣不高,课程实施效果有限。此外,部分幼儿园受限于场地、师资、教学资源等因素,影响课程的有效开展,难以充分发挥体育教育对儿童成长的促进作用。因此,本研究聚焦学龄前儿童生活化体育课程的开发与实施,致力于构建科学合理的课程体系,并验证其在促进儿童身体发展、社会性能力提升和运动兴趣培养方面的实际效果,以为学前体育课程改革提供理论支持与实践指导。近年来,生活化教育理念在学前教育中的应用逐渐受到重视,但基于该理念构建的体育课程体系仍处于探索阶段,缺乏完整的理论框架与实践路径。为优化学前体育课程,使体育活动贴近儿童的日常生活,提高运动兴趣,并推动幼儿园、家庭和社区的协同育人模式,本研究围绕以下核心问题展开探讨:如何结合学龄前儿童身心发展特点,构建符合中国学前体育教育特色的生活化体育课程体系?如何设计兼具趣味性、适龄性和情境化的课程内容,使体育活动深度融入儿童的日常生活?如何依托园家社协同育人机制,实现课程的有效实施,并建立科学的多维评估体系,动态优化课程内容?本研究以生活化理论、人类动作发展理论、幼儿发展理论和泰勒课程开发理论为理论基础,构建学龄前儿童生活化体育课程的核心框架。生活化理论强调教育内容应贴近学龄前儿童的日常经验,使体育活动融入生活场景,提高学习的真实性与趣味性;人类动作发展理论为课程目标设定提供理论依据,关注儿童运动能力的发展规律;幼儿发展理论从认知、情感和社会性角度阐述体育课程对儿童成长的促进作用;泰勒课程开发理论则指导课程的目标设定、内容选择、实施方式和评价体系,奠定课程系统化发展的基础。本研究采用实验研究、问卷调查、访谈法、德尔菲法和数理统计分析,结合吉林省长春市WL幼儿园3-4岁、4-5岁和5-6岁共计170名学龄前儿童为实验对象,设立实验组与对照组,开展多阶段、多变量对比试验。实验对象严格按照年龄标准筛选,并排除因健康状况或其他因素无法完成实验的个体,以确保数据的科学性和实验对象的代表性。研究按照“问题提出→现状调查→课程设计→试点实施→评估反馈→优化完善”的逻辑步骤进行,并通过园家社协同育人机制,实现课程的有效实施和动态优化。同时,本研究在课程设计过程中,注重课程内容的趣味性、层次性和情境化,采用任务驱动与游戏化教学模式,使学龄前儿童在轻松、互动的环境中获得运动经验。主要研究结论如下:(1)构建学龄前儿童生活化体育课程核心框架模型:本研究基于多学科理论,构建了学龄前儿童生活化体育课程核心框架模型。该模型强调课程应嵌入儿童的真实生活情境,通过游戏化、任务驱动、探索性学习等方式,使儿童在熟悉的日常环境中进行体育活动,增强运动兴趣和自主参与能力。课程框架包括目标体系、内容设计、实施策略和评价体系四大模块,并适用于不同地区、不同发展水平的幼儿园,可通过模块化调整,提升课程的普适性与推广价值。(2)明确课程体系的多维教育功能与核心价值:本课程体系不仅关注学龄前儿童身体素质的提升,还强调社会性能力发展和运动兴趣培养。通过游戏化、情境化、互动式教学设计,课程提高了学龄前儿童的运动参与度,增强了个体的身体协调能力和基本运动技能发展。同时,课程促进了教师的体育教学创新能力,提高了课程实施的灵活性。此外,家庭体育教育的延伸,使家长对儿童运动发展的认知度与参与度均有提高,强化了家庭与幼儿园的协同育人效果。(3)制定多场景课程实施与支持协调策略:本研究提出了幼儿园、家庭、社区和幼儿体育协会四位一体的协同实施模式,强调多主体协同育人,形成资源共享与跨场域联动的机制。实验研究表明,该模式有效提升了课程的实施效率和资源利用率,幼儿园与家庭的合作模式提高了亲子运动的频率,社区与体育协会的参与促进了学龄前儿童体育活动的专业化,从而提升了课程的整体实施效果。(4)验证课程体系的有效性与广泛适用性:实验研究表明,课程干预后,实验组儿童的身体素质平均提升38.4%(p<0.05),显著高于对照组的4.4%;动作技能实验组平均提升34.7%(p<0.01),对照组仅提升4.6%;社会性能力实验组平均提升17.7%(p<0.01),明显高于对照组的5.3%;运动兴趣实验组提升5.2%(p<0.01),对照组仅提升3.1%。整体来看,课程显著提高了学龄前儿童的身体素质、动作技能、社会性能力和运动兴趣,验证了生活化体育课程的有效性和实践价值。(5)构建课程效果评估的长期跟踪机制:围绕学龄前儿童的运动技能提升、健康习惯养成和社会性发展目标,采用短期达成—中期稳定—长期跟踪的评估模式,通过教师课堂观察、家长反馈、儿童发展测试等方式进行多维度数据收集和定期动态调整。该机制有效实现了课程内容的持续优化,体现了评估体系的科学性和适用性,并为课程的可持续发展和进一步推广提供了理论支持与实践保障。本研究提出了“多场景适配”与“多主体协作共育”的创新模式,为学前体育教育课程开发提供了新视角,并为不同发展阶段的学龄前儿童体育课程提供了可推广的参考框架。研究成果不仅为学前体育课程的实践推广提供了科学依据,也为促进儿童健康成长和提升学前教育质量提供了重要参考。此外,研究提出的课程实施策略与评价体系可为政策制定者、教育工作者及家长提供实践指导,助力“健康中国”与“体育强国”战略的深入实施。更多还原

【Abstract】 Preschool education is crucial for the holistic development of preschool children for its significant influence on children’s physical development,social competence cultivation as well as interest in sports.Preschool physical education curriculum,as an important part of preschool education,not only promotes children’s physical development but also enhances their social adaptability,thereby fostering a sustained interest and participation in physical activity.While at present,there are still many problems(narrowly defined goals,adult-oriented content,monotonous activity,lack of target in teaching methods)in the practice of preschool physical education curriculum,which causes children’s insufficient interest in physical education,leading to limited physical education curriculum effect in promoting children’s development.Thus this research focuses on the development and implementation of life-oriented physical education curriculum for preschool children,and it is committed to constructing a scientific,reasonable curriculum system and verify its realistic effectiveness in promoting children’s physical development,enhancing their social competence,cultivating their sustained interest and participation in physical activity to provide theoretical support and practical instructions for preschool physical education reform in China.In recent years,the application of life-oriented education concept has received increasing attention in preschool education.However,the physical education curriculum based on such concept is still under exploration,lacking a comprehensive theoretical framework and clearly defined practical pathways.To optimize preschool physical education,align physical activities more closely with children’s daily experiences,enhance their interest in physical activity,and foster collaborative education across kindergartens,families,and communities,this study investigates the following key questions:How can a life-oriented physical education curriculum be constructed in accordance with the developmental characteristics of preschool children and the practical realities of early childhood education in China?How can curriculum content be designed to integrate elements of fun,age-appropriateness,and contextual relevance,thereby embedding physical activity deeply into children’s everyday lives?How can a collaborative kindergarten-family-community mechanism be effectively leveraged to support curriculum implementation,and how can a scientific,multidimensional evaluation system be established to facilitate dynamic optimization of the curriculum?The theoretical underpinning of this study draws upon four key frameworks:life-oriented education theory,human motor development theory,early childhood development theory,and Tyler’s curriculum development theory.Life-oriented education theory emphasizes that educational content should be closely linked to preschool children’s everyday experiences,integrating physical activities into real-life contexts to enhance both authenticity and engagement.Human motor development theory provides a scientific basis for setting curriculum objectives by focusing on the developmental patterns of children’s movement abilities.Early childhood development theory highlights the role of physical education in supporting children’s cognitive,emotional,and social growth.Tyler’s curriculum development theory offers a systematic framework for defining educational goals,selecting content,organizing implementation strategies,and establishing evaluation mechanisms,thereby laying the foundation for the systematization of the curriculum.This study employed experimental research,questionnaire surveys,interviews,the Delphi method,and statistical analysis.A total of 170 preschool children aged 3 to 6 years from WL Kindergarten in Changchun City,Jilin Province were selected and divided into experimental and control groups for a multi-phase,multi-variable comparative study.Participants were rigorously screened to ensure age compatibility;those with health-related or other limiting factors were excluded to ensure data validity and representativeness.The study followed a structured research procedure:problem identification,current situation investigation,curriculum design,pilot implementation,feedback evaluation,and iterative optimization.The curriculum was implemented through a kindergarten-family-community collaborative mechanism,employing game-based,task-oriented instructional strategies to enhance children’s engagement and meaningful physical experiences in play-based,interactive environments.The main findings are as follows:(1)Development of a Core Framework for Life-Oriented Physical Education:Based on interdisciplinary theories,a core curriculum framework was constructed that integrates physical activities into real-life scenarios through gamified,task-oriented,and exploratory strategies.This model encourages preschool children to engage in familiar environments with increased interest and autonomy.The framework consists of four modular components:curriculum goals,content design,implementation strategies,and evaluation systems,and can be adapted to kindergartens in different regions and developmental contexts through modular adjustments.(2)Clarification of Multidimensional Educational Functions and Core Values:The curriculum not only enhances physical fitness but also fosters social competence and sustained interest in physical activity.Through gamified,contextualized,and interactive instructional designs,it enhances children’s participation,motor coordination,and basic movement skills.Simultaneously,it fosters innovation among teachers and improves curriculum flexibility.The extension of family-based physical education has increased parental awareness and involvement,strengthening the collaborative educational relationship between families and kindergartens.(3)Formulation of Multi-Scenario Implementation and Support Strategies:A four-dimensional collaborative implementation model was proposed,involving kindergartens,families,communities,and preschool sports associations.This model emphasizes multi-agent cooperation,resource sharing,and cross-sector linkage.Experimental results demonstrate that the model improves implementation efficiency and resource utilization.Kindergarten-family cooperation increases the frequency of parent-child physical activity,while the involvement of communities and associations further supports the professionalization of preschool physical education.(4)Validation of Curriculum Effectiveness and Applicability:Post-intervention data showed that children in the experimental group achieved significantly greater improvements than those observed in the control group:physical fitness increased by 38.4%(vs.4.4%,p<0.05);motor skills by 34.7%(vs.4.6%,p<0.01);social competence by 17.7%(vs.5.3%,p<0.01);and interest in physical activity by 5.2%(vs.3.1%,p<0.01).These results confirm the effectiveness and practical value of the life-oriented physical education curriculum.(5)Establishment of a Long-Term Evaluation and Tracking Mechanism:Focusing on the goals of improving motor skills,fostering healthy habits,and supporting social development,the study established a three-stage evaluation model comprising short-term achievement,mid-term stabilization,and long-term tracking.Multidimensional data were collected through teacher observations,parent feedback,and child developmental assessments,facilitating continuous content refinement.This mechanism supports the continuous optimization of the curriculum and demonstrates the scientific validity and applicability of the evaluation system,providing a strong foundation for sustained implementation and further dissemination.This study introduces two innovative models—“Multi-Scenario Adaptation”and“Multi-Agent Collaborative Education”—offering new perspectives for advancing preschool physical education curricula.These models provide an applicable and scalable framework for designing curricula that address the developmental needs of preschool children across different stages.The findings not only establish a scientific foundation for promoting life-oriented physical education in early childhood contexts but also serve as a valuable reference for supporting children’s healthy growth and enhancing the overall quality of preschool education.Moreover,the proposed strategies and evaluation system provide practical guidance for educators,parents,and policymakers,contributing to the effective implementation and sustainable development of national initiatives such as“Healthy China”and“Leading Sporting Nation.”更多还原