【作者】 张迪；

【导师】 郑风家；

【作者基本信息】 东北师范大学 ， 体育人文社会学， 2009， 硕士

【摘要】 长期以来,在自然科学实证观念的影响下,人们总是认为教师是教育活动的主体,学生是被动的客体。因此,我们通常在理论上把“教育”定义为:教育者有目的、有计划、有组织地对受教育者施加影响,以改造受教育者,使其达到教育者预期目的的活动。这种对传统“教育”的定义,体现了体育教学中存在的强制性和划一性,从而会导致学生主体性丧失。学校成了学生个性消失的场所,“分数”成了学生单一的追求。这些都是缺乏人文关怀的外在表现。所以,赋予学生以主体地位,强调在体育教育中要将学生作为有情感、有个性、有自我追求的主体“人”,而不能将他们看作等同于物般的、被动的、消极的“客体”来看待,将发展的主动权还给学生,这为尊重学生的个性,发展学生的主体性奠定了理论基础。体育的主体是人,因此人是教育的出发点和最终归宿,人的自由与解放是教育本质的、必然的追求。所以我们应该明确,教育是人道的事业,教育实践活动要体现人道原则。我们应建构起多主体之间充满人文精神的关系,从而唤醒长期被单纯科学所压制的教育的精神,这些正是新世纪学校体育改革对人文社会科学呼唤的根本原因。教育的问题太复杂,它的改革和完善不仅非个人能力所能够达到,甚至不是一个国家和政府能够全部完成的。它是人类发展历史中的一个终生的课题。所以,我们应该认识到,接受教育不再是为了升学和达标,而是为了个人能力的充分发挥以及个人终身学习,为了社会的和谐发展。基于上述认识,形成了我的论文框架,主要研究的问题及其基本观点如下:一、对国内10所不同城市学校的教师和学生的体育观、课程观、学习观和对体育课程满意程度与期望程度五大方面进行调查,找出我国学校体育存在的物化现象。二、从社会本位论、教学目标、知识本位的课程观三个方面对学校体育物化现象进行分析,并从理论和实践两方面对人本位教育理念实施策略提出构想。三、在理论构建中主要对人本位教育理念的特征,实施原则和发展策略进行了探寻,提出关注学校体育的体育人文精神与体育科学精神,并且针对教育目标的多样性设计多元的教学目标,把潜在课程融入到教学当中。创造一种充满人文精神的、教学目标多元的、在过程中体验的、富有生活气息的师生互动的实践设想,从而为人本位教育理念的实施策略提供新的思路。更多还原

【Abstract】 A long period of time, under the influence of the empirical concepts, people always believe that the teachers are the mainstay of educational activities, while students are passive objects. Therefore, on the theory, people usually defined "education" as: educator purposeful、planed and organically exert influence on the those who received education in order to reach the desired activities goal of the educated. This traditional definition of "education" reflects the teaching of the existence of a mandatory and uniform, which will lead the loss of the students’subjectivity. School became the venue for the disappearance of student’s personality, and "Score" has become the single pursuit of a student. These are the lack of humane care of the external manifestations. So, give the students dominant position, emphasis on physical education to the student, as they has feelings, personality and self-seeking "people" instead of treat them as object-like, passive, negative“object”. To do these can avoid the control、implant and enforcement of the teachers in single mode as well as the dependent、passive of the students, give back the initiative of development to the students. This is laid the theoretical basis for the students whose personality and develop their main body.The main body of the sports is the people,so do the core and the aim . People are the finally starting point and destination of the education, as well as the freedom and liberation are their essence and inevitable pursuit. In this sense, education is the cause of humanity, and the practical activities of education should reflect the principle of humanity. We should start to build multi-agent relationship between the full of humanity in order to awake the spirit of education which has suppressed for a long-term of instrumental rationality, and these are the basic reason of school sports reform to call the humanities social science in the new century. Education issue is too complex, its reform and improvement not only non-personal capacity can be achieved, but even a country and the government can be fully completed. It is the lifelong issue of the history of human development. So we should realize that receive education are no longer for the further studies and standard, but for the full use of individual ability and lifelong learning as well as the harmonious development of society. Based on the above, has formed my paper frame. The main research problem and basic viewpoints are as follows: First, to do the investigation on teachers and students’sports、learning concept、curriculums as well as the satisfaction and expectation on the sports courses of 10 different country schools.Second, analysis on the physicochemical phenomena of the school sports about three aspects: social-based theory、teaching goals、course viewpoint of knowledge-based. And put forward the concept of an implementation strategy on both theory and practice of human-based educational philosophy.Third, explore the characteristics of human-based teaching concepts、implanting principle and development strategies in theory. Proposed to concern the sports humanistic spirit and sport science spirit of the school sports, and design the diverse teaching goals basic on the diversity of educational goals, make the potential courses into the teaching. Creating a practical thought on full of human spirit, diversity teaching objectives, experience in the process and life breath of the student-teacher interaction. Thus provide a new way of thinking for the implementation strategy of the human-based teaching theory.更多还原