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贵州省校园足球特色学校发展现状与对策研究

【作者】 郑勇

【导师】 范安辉;

【作者基本信息】 西南大学, 体育教育训练学, 2018, 硕士

【摘要】 运用文献资料法、专家访谈法、问卷调查法、实地调查法、数理统计法、对比分析法等研究方法,以贵州省各区县187所“足球特色学校”为研究对象,通过调查贵州省各地区“足球特色学校”开展校园足球活动软硬件基本情况;分析不同足球学校属性、不同类别学校、不同类型学校在校园足球发展和足球校本课程开发上是否存在差异;探明贵州省相关体育部门和教育部门、各学校领导、体育教师等对校园足球校本课程开发的态度及认识,并立足于实际,探讨校园足球校本课程开发的原则、模式、内容等;以期为贵州省校园足球后续发展提供一定的参考。通过研究得出以下结果:(1)通过对贵州省足球特色发展基本情况统计分析得出:“足球特色学校”布局差异大;足球“重点学校”示范作用不强;缺乏统一的足球教材指导教学和训练;足球教师短缺,业务能力相对较弱;部分学校对教育部的有关政策有待进一步落实。(2)通过对贵州省相关学校场地情况和足球师资的差异分析得出:就场地器材而言,不同足球学校属性与不同类型学校均不存在差异,其差异主要体现在不同类别学校,即重点学校和普通学校之间(P=0.006<0.05)。就足球教师执教水平而言,不同足球学校属性存在显著差异(P=0.000<0.05);不同类型学校、不同类别学校均不存在差异,其P值分别为0.159、0.931均大于0.05。(3)通过对贵州省相关学校足球教学内容安排及赛事活动进行对比分析得出:不同类型学校在教学安排上存在差异,其差异主要体现在小学和完全中学之间(P=0.019<0.05),而不同类别学校和不同足球学校属性足球教师在足球教学内容安排上则不存在差异;不同类型学校在足球代表队参赛情况上存在差异(P=0.025<0.05),不同足球学校属性及不同类别学校则不存在差异,由此可知,学校足球教学内容的安排与足球学校属性、学校类别无关;学校足球代表队参赛情况之间的差异则仅仅体现在小学、初中、高中和完全中学上。(4)通过对贵州省相关学校足球文化宣传和足球校本课程开发进行对比分析得出:不同类型学校在足球文化宣传上存在差异(P=0.034<0.05),其差异主要体现在小学和高中之间;不同类别学校在足球校本课程开发的认识上存在差异(P=0.042<0.05),即重点学校的足球教师与非重点学校的足球教师在足球校本课程开发的认识上存在分歧。(5)通过对贵州省相关学校校园足球校本课程开发的原则、模式、内容及形式进行分析、探讨得出:贵州省校园“足球特色学校”校本课程的开发必须坚持以人为本,因地制宜,国家、地方、学校三级体系协调,专家、教师、学生共同参与的基本原则;借鉴其他相关学科校本课程开发实例对学校足球校本课程进行改编,并在以往课程教材的框架体系及内容安排上对校园足球文化建设和足球运动损伤进行单独介绍和讲解,以保证本教材的全面性和实效性。

【Abstract】 This article uses a variety of research methods.Such as the method of documentation,the method of expert interview,the method of questionnaires,the method of field investigationg,the method of mathematical statistics and the method of comparative analysis.The object of study is 187 Football school in different regions in Guizhou province.This article proved the situation of Football school in Guizhou province,shows the development of Football school in different regions of Guizhou province;comparatives analysis of the difference condition in curriculum deveopment of the different type school,the different category school and the different attribute of Football school;explores the attitude and cogniton about the development of school-based curriculum of the sport and education department,the school and the P.E techer in Guizhou province.On the basis of this,To explore the principle,the mode and the content of campue football curriculum,and it can be reference for the development of the Football school in Guizhou province.By studying,there are five research results are obtained.The results are as follows.(1)Based on the basic statistical analysis of football school development in Guizhou.The result of study that the school layout are difference,the demonstration effect of key school is weak,the teaching material of football teaching and trainning lack the unity,football teacher is shortage,the professional proficiency of teacher is weaker,the school’s policy of the ministry about some of the school education needs further implemented.(2)Through to the variance analysis about the qualified teachers and the site situation of football school in Guizhou province concluded that In terms of space equipment,the different attribute football schools and the different category football school were no difference,the difference is mainly manifested in the different tpye football school,namely between key schools and ordinary schools(P = 0.006 < 0.05).in terms of football teachers’ teaching level,different attribute football school exists significant difference(P = 0.000 < 0.05);Different types schools and differentcategory school there is no difference,the P value were 0.159 and 0.931.they were bigger than 0.05.(3)Through the comparison analysis about the football school teaching content and matches scheduler in Guizhou province different types football school has great differences in teaching arrangement,the difference mainly manifested the different between the primary and secondary school(P = 0.019 < 0.05),wile the football teacher of the different attribute football school and the different category football school has no differences in football teaching content arrangement;Different types football schools on the football competition situation is differences(P = 0.025 < 0.05),the different attribute football school and the different categories football school are no differences.Therefore,the teaching content arrangement of the football school has nothing to do with football school properties and the tppe of football school;The difference between the competing situation of school football team is only reflected in the elementary school,the junior high school,the high school and the school which includs junior and senior high school.(4)Through the analysis of the development of school-based curriculumto and the culture propaganda obtain that the different types of schools has differences situation about football culture propaganda(P = 0.034 < 0.05),the mainly difference manifested in the elementary school and high school.Different categories football exists differences in the understanding of the development of school-based football curriculum(P = 0.042< 0.05),the key school football teachers and the ordinary school football teachers are divided over the understanding of the development of football school-based curriculum.(5)Based on the principle,the mode,the content and the form of the football school-based curriculum development concluded that the football school-based curriculum development must adhere to people-oriented,adjust measures to local conditions.It is also need the three-leve system coordination about national,local and school and the basic principles of participation of experts,teachers and students.School-based curriculum adaptation for school football through curriculum development examples from other related disciplines,and separately introduct and explain the cultural construction of the campus football and soccer sports injury which add to the previous framework and the content of curriculum system.That ensure the comprehensiveness and effectiveness of the teaching material.

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  • 【网络出版投稿人】 西南大学
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