在体育教学中,严与活、刚与柔的争论由来已久。过去,在我国学校体育教学过程中,比较强调统一的行动,严密的组织,严格的管理,恪守的是遵守和服从,看似很严,其实这种教学形式带有明显的强制性,对学生的主体性认识不足,影响了学生学习的积极性和主动性。这和当前倡导的以学生为主体开展教学,一切以学生的发展为本的新课程理念是相违背的。新课程提出学生在体育学习过程中的五种学习领域和目前教育界普遍倡导的激励教育,赏识教育,快乐教育,成功教育等目标是相一致的。我们可以把他们统称为柔性管理,或柔性教育。即对施教对象在施教过程中采取启发、引导、示意、感化、激励、赏识等手段给予关心、理解、支持等方法,充分促进学生在学习上的主体性发挥和终身体育意识的培养。 In physical education, strict and live, just with the controversy for a long time. In the past, in our school physical education teaching process, more emphasis on unified action, strict organization and strict management, abide by the obedience and obedience, seemingly very strict, in fact, this form of teaching with obvious mandatory, to students Lack of understanding of the subjectivity, affecting the enthusiasm and initiative of students to learn. This is against the current advocacy of students as the mainstay of teaching, all based on the development of students based on the concept of the new curriculum is contrary. The new curriculum puts forward that the students’ five learning fields in sports learning process are consistent with the goals of encouraging education, appreciating education, happy education and successful education that are generally advocated by the education community at present. We can refer to them collectively as flexible management or flexible education. That is to say, the teaching object should be given care, understanding, support and other means by enlightenment, guidance, suggestion, probation, encouragement and appreciation during the process of teaching so as to fully promote students’ subjectivity in their study and lifelong physical education.