| （1.华南师范大学 体育科学学院，广东 广州 510006；2.衡阳师范学院 体育科学学院，湖南 衡阳 421002） 摘 要：利用形式逻辑学的基本理论对体育教学技能分类进行整理分析，研究发现：当前体育教学技能分类主要存在分类后的属种关系表述不当、分类要求把握不准、相关概念引发分类混沌等突出问题。应在明确体育教学技能概念的基础上，利用连续划分的方式将体育教学工作流程、体育教学活动和体育教学行为作为划分标准，以简明、实用、操作性强为分类原则，以集中体现体育教学技能分类的实践指导作用为指导思想，结合“新课标”对体育教学技能提出的新要求，将体育教学技能重新划分为3项大类、8项亚类和31项子类。 |
MA Yong1，2，LU Zuo-sheng1
| （1.School of Physical Education，South China Normal University，Guangzhou 510006，China；2.School of Physical Education，Hengyang Normal University，Hengyang 421002，China) Abstract: By utilizing basic theories in formal logics, the authors collated and analyzed physical education skill classification, and found that current physical education teaching skill classification had mainly such prominent problems as improper genus and species relationship expression after classification, inaccurate grasping of classifi-cation requirements, classification chaos triggered by related concepts, etc. In order to avoid problem reoccurrence, the authors put forward the following proposals: on the basis of specifying physical education teaching skill con-cepts, by utilizing the way of continuous classification, adopt physical education teaching working procedure, physical education teaching activity and physical education teaching behavior as classification standards; by basing classification principles on concise, practical and highly operable, by basing guiding ideology on focusing on show-ing the practical guiding function of physical education teaching skill classification, coupled with new requirements for physical education teaching skills put forward by the “New Curriculum Standards”, reclassify physical education teaching skills into 3 categories, 8 subcategories and 31 subdivisions. |
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