| （1.华东师范大学 体育与健康学院，上海 200241；2.河南师范大学 体育学院，河南 新乡 453007；3.浙江工业大学 体军部，浙江 杭州 310014） 摘 要：体育教学“合作学习”的基本理论依据主要有效率、压力减缓和心理健康、社会合作及其他能力和品质培养；体育教学的“合作学习”是一个既有“学”，又有“教”；既有学习，又有养成和配合；既有合作学习，又有个体学习；既有合作，又有竞争的过程。体育教学“合作学习”按时间、内容和任务、角色和分工等角度来看有不同的展开形式；对体育教学中合作学习的具体运用，包括合作意识、精神和能力的培养，以及合作学习的适用条件等方面提出了若干要求和注意事项。 |
XIONG Wen1，GANG Lei2，LI Rong-zhi3
| (1.School of Physical Education and Health，East China Normal University，Shanghai 200062，China；2.School of Physical Education，Henan Normal University，Xinxiang 453007，China；3.Department of Physical Education and Military，Zhejiang University of Technology，Hangzhou 310032，China) Abstract: Basic theoretical criteria for cooperative learning in physical education teaching mainly include effi-ciency, pressure relief, mental health, social cooperation and the cultivation of other capacities and qualities; “coop-erative learning” in physical education teaching is a process containing both “learning” and “teaching”, learning and cultivation as well as coordination, cooperative learning and individual learning, cooperation and competition. “Cooperative learning” in physical education teaching has different forms of deployment from the perspectives of time, content, task, role and job assignment. The authors put forward several requirements and precautions for spe-cific application of cooperative learning in physical education teaching, including such aspects as the cultivation of cooperative awareness, spirit and capacity, as well as applicable conditions for cooperative learning. |
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