（华南理工大学 体育学院 广东 广州 510641） 摘 要：大学体育教育采取分层次教学模式，将大学一、二年级学生按体育基础技术能力水平、身体条件分成4个层次进行针对性教学。将体育优秀的学生纳入体育单项协会，在协会的活动中获得学分；体育弱势生编入素质提高班，采用小班盯、扶式上课；体弱多病、伤残类学生开设体育保健课；其余学生上常规体育课。此教学模式使不同层次、不同爱好、不同需求、因各种背景不愿参加体育活动以及体弱多病、伤残的学生在运动技能、身体素质等方面都得到不同程度的提高，改善了体育课教学效率低、效果差，学生不喜欢上体育课的局面。
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YANG Xiao-yong
（School of Physical Education，South China University of Technology，Guangzhou 510641，China) Abstract: University physical education adopts a hierarchical teaching model, which divides first and second-year students into four levels according to the level of basic sports skills and physical conditions for targeted teaching. Incorporate outstanding sports students into the sports single-item association and earn credits in the association's activities. The disadvantaged sports students use small class staring and supportive classes; the frail, sick and dis-abled students set up sports health classes, and the remaining students take regular physical education classes. This teaching mode enables students with different levels, hobbies, needs, participate in sports activities due to various backgrounds, and frail, sick and disabled students to have different levels of improvement in sports skills and physical fitness, and improves physical education.
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