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笔者认为在进行情感目标表述时,如果能结合教学情境、运动行为及其状态和所达到的标准,就能做到可操作、可观察、可评价,使学生的情感得到关注和培养。一、教学情境教学情境是指作用于学生,产生于一定情感反应的环境,贯穿于课堂教学的整个过程,有学练、游戏、比赛情境等。如,“培养学生果断的作风”、“培养学生团结合作的意识”、“培养学生敢于自我表现、自信、自强和奋勇争先的精神”、“培养学生吃苦
I believe that in the expression of emotional goals, if we can combine teaching situations, sports behaviors and their status and the standards we have achieved, we can be operational, observable, evaluable, so that students’ emotions get attention and training. First, the teaching situation Teaching situation refers to the role of the students, resulting from a certain emotional response environment, throughout the classroom teaching process, a practice, games, game situations and so on. For example, ”cultivate students’ style of decisiveness “, ”cultivate awareness of student solidarity and cooperation “ ”train students to dare to self-expression, self-confidence, self-improvement and courage to lead the first“ ”