弱势群体体育教学存在的题与对策研究以安徽师范学附属中学为例弱势群体体育教学存在的问题与对策研究以安徽师范学附属中学为例.docVIP

 PAGE \* MERGEFORMAT 9 “弱势群体”体育教学存在的问题与对策研究 ——以安徽师范大学附属中学为例 王鹏，体育学院 摘 要：《义务教育体育与健康标准》指出：要重视学生之间的个体差异，教学中有针对性地采用相应的教学方法，做到区别对待。因材施教，促进每一位学生更好的发展。然而如何使每一位学生在体育课的学习中受益是每一位体育教师必须面对的问题。本文采用文献法、问卷调查法、访谈法就高中体育教学过程中，“体育弱势群体”所面临的问题做了简要分析，再针对这些问题提出相应的研究对策，使得教学内容更加多样化，从而更适合这类人群的需要。创设能引导学生主动参与的教学环境，激发学生学习的积极性，培养学生掌握和运用知识的态度和能力，使每个学生都能得到充分的发展。 关键词：弱势群体；体育教学；存在问题；教学对策 “Weak trend community” sports teaching existence question and countermeasure research ――Take the Anhui normal university attached middle school as the example Wang Peng, College of Physical Education Abstract: Compulsory education Sports And Healthy Standard pointed out that, Must take between students individual difference, in the teaching has pointed uses the corresponding teaching method, achieves the difference treatment. Teaches students in accordance with their aptitude, promotes each student better development. How however causes each student in the physical education study the benefit is the question which each gym instructor must face. This article uses the literature law, the questionnaire survey procedure, the interview law on the high school sports teaching process in, “the sports weak trend community” faces the question has made the brief analysis, again aims at these questions to propose the corresponding research countermeasure, causes the course content diverse, thus suits this kind of crowd the need. The establishment can guide the teaching environment which the student participation on own initiative, stimulates enthusiasm which the student studies, raises student grasping and the utilization knowledge manner and ability, enables each students all to obtain the full development. Key words: Weak trend community; Sports teaching; Existence question; Teaching countermeasure 1引言 体育弱势群体是指那些因为肢体、心理、生理、或社会适应等方面或多方面的原因不能正常参加体育教学或课外体育活动，依靠自身的力量或能力无法在体育锻炼中展现自我,也因“自卑”、“消极”或“身体素质欠佳”而产生的一种缺乏信心的特殊学生群体。这是一个很容易让人忽视的群体。帮助这些弱势群体能够在学习过程中体会到体育带来的快乐是我们的研究目的所在。然而，这类群体并不是自然而然形成的。学生在身体和心理上的发展各不相同，他们在学习起点，学习方式，接受知识的快慢