| （1.北京师范大学 体育与运动学院，北京 100875；2.中国基础教育质量监测协同创新中心，北京 100875；3.北京师范大学 心理学院，北京 100875） 摘 要：概括了英国、爱尔兰、新西兰3国的体育课程的基本要求，从课程内容与评价两个方面入手，分析3国体育课程标准方面的要求与经验。结合我国2011年《义务教育体育与健康课程标准(2011年版)》对我国现行体育课程内容、评价的不足进行分析，思考我国体育与健康课程进一步优化升级的方向与可能。比较发现，英国、爱尔兰和新西兰3国赋予了体育课程更多实践课程的意义，将德育、智育、体育融为一体，注重引导学生了解公平、竞争，学会尊重他人、与人沟通，为顺利步入社会奠定良好的知识与技能基础。在课程规划方式上，中国、英国和爱尔兰采取了“3+1”年龄段的组织方式，新西兰则为每一个年级制定相应的细目；3国对学生课外活动进行了规划与安排。在课程内容的组织上，我国与英国皆以课标组织为课程内容，而爱尔兰则采取了运动项目定向的方式。课程评价方面，3国的教育实践者具有更大的灵活性和自主性。 |
LI You-fa1，2，MA Xiao2，3
| （1.School of Physical Education and Sports，Beijing Normal University，Beijing 100875，China；2.National Innovation Center for Assessment of Basic Education Quality，Beijing 100875，China；3.School of Psychology，Beijing Normal University，Beijing 100875，China) Abstract: The authors summarized basic requirements of physical education curriculums of Britain, Ireland and New Zealand, and analyzed the three countries’ requirements and experiences in terms of physical education standard, start-ing with curriculum content and evaluation. According to Compulsory Physical Education and Health Curriculum Standard (2011 edition) established by China in 2011, the authors analyzed deficiencies in the contents and evaluation of the physical education curriculum currently implemented in China, contemplated the directions and possibilities to further optimize or upgrade the physical education and health curriculum in China. By means of comparison, the au-thors revealed the following findings: Britain, Ireland and New Zealand have given their physical curriculums more practical curriculum meanings, blended moral education, intellectual education and physical education into a whole, focused on guiding students to understand fairness and competition, to learn to respect others, to communicate with others, and to build a good knowledge and skill foundation for smoothly entering into society; in terms of way of cur-riculum planning, China, Britain and Ireland have adopted the way of organization of “3+1” age groups, while New Zealand has established corresponding objectives for each grade; the three countries have planned and arranged stu-dents’ extracurricular activities; in terms of curriculum content organization, China and Britain organize curriculum ob-jectives into curriculum contents, while Ireland adopts the way of sports event orientation; in terms of curriculum evaluation, education practitioners in the three countries have more flexibility and independency. |
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