《High school physical education in rural reform and development strategies-毕业论文翻译》由会员分享，可在线阅读，更多相关《High school physical education in rural reform and development strategies-毕业论文翻译（10页珍藏版）》请在金锄头文库上搜索。
1、1High school physical education in rural reform and development strategiesAbstract: The new rural high school physical education curriculum reform as an important link in the theory and practice more and more people concern and attention. Based on the high school physical education teaching model, t
2、eaching objectives, teaching methods, teaching evaluation, understanding of high school physical education in rural areas how to adapt to the new high school curriculum reform to improve the overall quality of physical education and improve the overall quality of students. Keywords: Development of p
3、hysical education related factors New high school physical education curriculum reform is an important part of physical education through its role in regulating the health of students, teaching in other subjects to promote and boost. While the new high school curriculum with the deepening of the ref
4、orm, physical education teaching the status of education in schools a certain degree of improvement. However, we should clearly see the current high school physical education, especially 2in rural high school physical education there are still many problems to be solved. Here, the author of several
5、years of physical education experience, high school physical education for rural development to talk about his views plain: I. Analysis Teaching high school physical education curriculum as a new level, due to many factors, teaching mode and not meet the new curriculum requirements, it is the purpos
6、e of physical education, methods and evaluation principles of understanding, is still still in the exam-oriented education level , the situation is worrisome. 1. Capital equipment factors: a smaller government, rural high school funding inadequate facilities, poor condition of sports development as
7、a constraint to the “bottleneck.” As we all know, rural high school education is not compulsory stage, few students, mostly from rural areas, coupled with local government inadequate investment in financial difficulties, so the hardware construction in rural areas lagged far behind in high school, m
8、ost schools lack of venues and equipment, many physical education 3programs are not well carried out and the popularity of so many of the teaching task in can not be completed. Even worse, the school rules and regulations are not sound, there is no individual responsibility, poor management, resulti
9、ng in lack of maintenance of sports facilities, lost or damaged, seriously affecting the smooth development of PE teaching. 2. Teaching concepts and teaching factors: the old teaching model, teaching the new curriculum ideas and out of touch. A long time, “Sports + competitive,” the traditional mode
10、l is still the main content of middle school physical education teaching technology-based projects to exercise, physical education is often stressed that competitive level and rules of conduct required of the events, the evaluation results are built on the strong foundation of the special nature of
11、physical fitness. even the extra exercise is carried out around the game, attention to individual students but the students ignored emotional attitudes, values and social adaptation of knowledge to impart; sports transmission of knowledge as “cramming” ignoring the dominant position of students, 4te
12、achers “mouthpiece”, the students lack of participation, so that physical education has become boring, which greatly affected the students active sports, affecting the quality of physical education. 3. Teacher factors: on the one hand, the rural environment, hard, poor treatment, low wages, have the
13、 professional skills of teachers willing to teach in rural schools, poor teachers, poor professional quality; the other hand, “a test for life,” Entrance to the traditional model of quality education in rural high school teaching is difficult to get the underlying implementation. as a “non-test” sub
14、jects in school physical education teaching position can be imagined, in addition to acute shortage of professional teachers, and even a handful of full-time teachers the same, and some schools lack the teachers, physical education teachers in other disciplines altogether from the act, as that of th
15、e parent organizations to continue education and training is no chance to participate in physical education teachers, rarely have the time and opportunity to recharge your batteries. Some schools Although equipped with a full-time 5teachers, but mostly “outsiders”, so a lot of physical examination-o
16、riented education is still maintained under the conditions of the kind of “collection - running - the dissolution of” the sheep model, resulting in physical education can not achieve the purpose of teaching students physical factors can not properly developed, the new curriculum standards required by autonomy, cooperation, and explore new teaching methods such as no access to implementation. 4. Students and parents of factors: on the one hand, the current high school student
