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Pedagogical Meaning of Athletic Skill Acquisition and Effective Use of Visual Aids

运动技能习得的教学意义和视觉教具的有效使用

基本信息

批准号：
16500385
负责人：
KANEKO Kazuhide
金额：
$ 1.61万
依托单位：
Tokyo Women's College of Physical Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2004
资助国家：
日本
起止时间：
2004 至 2007
项目状态：
已结题

项目摘要

The original purpose of this research was to examine the effect of visual aids used in class on the acquisition of athletic skills.However, it was clarified in advancing the research that pedagogical meaning of physical education was indefinite. That is because of the following two points :1. If the physical education aims at developing healthy physical conditioning, it can be achieved in the local gym as wellas in the physical education class.2. If the purpose of the class is the acquisition of athletic skills.then it can also be achieved in the special sports club as well as in the class.This means that there are ways each of developing healthy physical conditioning and athletic skills acquisition in local sports facilities,not in the physical education class. So,to examine the efficient improvement of the class development,this problem should be solved first. When a pedagogical meaning of the physical education was considered agein,the existence of 'body wisdom' was clarified in the process. Acquiring 'body wisdom' might sometimes be done unconsciously and sometimes be consciously, but in the physical education class,the conscious acquisition of 'body wisdom' has its pedagogical meaning and it is important for living a daily life. It is necessary to not the following points when visual aids are used for the class to acquire 'body wisdom' consciously.1. It is not enough only to show students visual information.2. The teacher should point out what kind of intentionality students could have with visual information shown. The efficiency of the visual aids used in the class does not increase awareness if such respects as mentioned above are not noted. Teachers should have the ability to observe physical movements. If such ability is not needed for P.E.teachers, P.E.can be taught by everyone.

本研究的最初目的是检验课堂上使用的视觉教具对运动技能习得的影响。然而，在推进研究的过程中澄清了体育教育的教学意义是不确定的。这是因为以下两点：1．如果体育教学的目的是培养健康的身体素质，既可以在当地的健身房实现，也可以在体育课上实现。 2．如果课程的目的是获得运动技能，那么也可以在特殊体育俱乐部和班级中实现。这意味着在当地的体育设施中，而不是在体育课上，有多种方法可以发展健康的身体素质和获得运动技能。因此，要考察班级发展的效率提升，首先要解决这个问题。当体育教育的教学意义被认为是时代的时候，“身体智慧”的存在就在这个过程中得到了澄清。 “身体智慧”的获得有时是无意识的，有时是有意识的，但在体育课上，有意识地获得“身体智慧”有其教学意义，对于日常生活也很重要。为了使班级有意识地获得“身体智慧”，在使用视觉教具时，必须注意以下几点： 1．仅仅向学生展示视觉信息是不够的；2．教师应指出学生通过所展示的视觉信息可以产生什么样的意向性。如果不注意上述这些方面，课堂上使用的视觉教具的效率并不能提高意识。教师应具备观察身体动作的能力。如果体育老师不需要这样的能力，那么体育是人人都可以教的。