“四融合—五递进—三共育”：中职学前大专班“四有”体育课堂的构建——以手球运动为例
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孙英俊
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杭州市闲林职业高级中学，浙江杭州，311122
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摘要：立足中职学前教育大专班手球教学实际，针对传统体育课堂存在的不足，聚焦“有用、有趣、有料、有效”的“四有”体育课堂构建目标，创新提出“四融合- 五递进- 三共育”的路径与举措。即，通过“四融合”将创新创业教育、职业岗位需求、教- 学- 做一体化以及专兼教学团队深度融合；“五递进”则以创设情境、角色扮演、岗位场景体验、实战演练和总结反馈五个阶段，实现学生技能与素养的螺旋式提升；“三共育”机制整合了学校教师、学生助教和行业导师三方力量，形成教学合力。
关健词：四融合；五递进；三共育；学前教育；四有课堂 |
“Four Integrations-Five Progressions-Three Collaborations”: The Construction of the “Four-Haves” Physical Education Classroom in the Secondary Vocational Preschool Education College Program —Taking Handball as an Example
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Yingjun Sun
Hangzhou Xianlin Vocational High School，Hangzhou Zhejiang 311122，China
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Abstract：Based on the actual handball teaching in the secondary vocational preschool education college program, this studyaddresses the shortcomings of traditional physical education classrooms and focuses on the goal of constructing a “useful, interesting,substantial, and effective”“ four-haves” physical education classroom. It innovatively proposes the path and measuresof“ four integrations-five progressions-three collaborations.” Specifically,“ four integrations” deeply integrate innovation andentrepreneurship education, professional job requirements, the integration of teaching, learning, and doing, as well as full-timeand part-time teaching teams.“ Five progressions” involve five stages—creating contexts, role-playing, job scene experiences,practical drills, and summary feedback—to achieve a spiral improvement in students’ skills and competencies. The “three collaborations”mechanism integrates the efforts of school teachers, student teaching assistants, and industry mentors to form a collaborativeteaching force.
Keywords : four integrations; five progressions; three collaborations; preschool education; four-haves classroom
参考文献
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[2] 王辉洪. 学前教育专业幼儿体育教学技能培养现状调查研究——以陕西省30 所高校为例[J]. 教育观察,2023,12(15):114-117.
[3] 徐翔宇. 学前教育提升行动下幼儿体育的教学设计探究[J]. 湖北体育科技,2022,41(11):1031-1034.
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