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中美高中体育与健康课程标准比较及启示

Comparison and Enlightenment of Chinese and American High School Physical Education and Health Curriculum Standards

Leisure Sports and Health / 2021,1(3): 47-51 / 2021-09-29 1266 459

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• Authors: 江雪娇     
• Information:

  湖北大学　体育学院，湖北　武汉　430062

• Keywords: Sports and health curriculum standards; Middle and American High School; Comparison; Enlightenment 体育与健康课程标准；中美高中；比较；启示
• Abstract: Literature and data method and comparative research method were used to compare the physical education and health curriculum standards in terms of goal setting, learning level division, content setting and evaluation. The study found that the target difference between Chinese and US sports and health curriculum standards is not obvious, All revolve around the students’ physical quality, Promote the all-round development of students; In the standard division of high school physical education and health courses, China and the United States have different years of study, The United States divides the learning level of students in the same grade greatly from China, The practice of teaching students in the same grade according to their athletic ability, To a certain extent, China can learn from it; The content and evaluation of sports courses are the disadvantage of our country, Sports course content did not keep pace with The Times, There is also no outstanding regional characteristics; The operability of physical education learning evaluation is not strong, Therefore, students have no sense of value for learning physical education. Revelation: China should refine the physical education curriculum standards, including content standards and evaluation standards; improve the operability of learning evaluation; conduct physical education teaching according to students’ physical and mental development; and realize the possibility of formulating physical education curriculum standards with regional characteristics 运用文献资料法和比较研究法，对中美高中体育与健康课程标准在目标设置、学习水平划分、内容设置、评价方面进行比较。研究发现：中美体育与健康课程标准的目标区别不明显，均围绕学生的体育素养展开，促进学生全面发展；在高中体育与健康课程标准水平划分上我国与美国除了学习年限不同，美国在对同年级学生学习水平上的划分与我国的区别较大，将同年级的学生根据运动能力高低进行分级教学的做法，在一定程度我国可以借鉴；体育课程内容与评价是我国的劣势，体育课程内容没有与时俱进，也没有突出地区特色；体育学习评价的可操作性不强，导致学生对学习体育没有价值感。启示：我国应细化体育课程标准，包括内容标准和评价标准；提高学习评价的可操作性；根据学生身心发展进行体育教学；实现制定地区特色体育课程标准的可能性。
• DOI: http://doi.org/10.35534/lsh.0103010
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