民族传统体育活动融入心理健康教育在创新课程教学活动内容和形式、增进学生人文素养和推动心理健康教育校本课程建设等方面都有着重要的现实价值。以仫佬族自治县高级中学心理健康教育创新实践为例,筛选并引入一系列适用于高中生心理...民族传统体育活动融入心理健康教育在创新课程教学活动内容和形式、增进学生人文素养和推动心理健康教育校本课程建设等方面都有着重要的现实价值。以仫佬族自治县高级中学心理健康教育创新实践为例,筛选并引入一系列适用于高中生心理健康教育的民族传统体育活动,包括踢篾球、抢粽粑和舞草龙;其次将这些活动在合理改编的基础上有机融入学校心理健康教育的课程教学、实践活动以及校园环境等多元途径,旨在提高心理健康教育育人效果进而提升学生心理健康水平。 The integration of ethnic traditional sports into school mental health education holds significant practical value in innovating the content and form of teaching activities, enhancing students’ humanistic literacy, and promoting the construction of school-based curriculum of mental health education. Taking the innovative practice of mental health education at the Luocheng Mulao Autonomous County Senior High School as an example, a series of ethnic traditional sports activities suitable for students’ mental health education have been carefully selected and introduced, including “Kicking bamboo ball”, “snatching zongzi” and “dancing straw loong”. These activities are then reasonably adapted and organically integrated into various aspects of the school’s mental health education, such as curriculum teaching, practical activities, and the campus environment, with the aim of improving the educational effectiveness of mental health education and elevating the mental health level of students.展开更多
以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论...以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论指导课程建设的经验,包括个性化适度而为、集体审议的方式校本化、集体审议的流程制度化、课程评价多元化四方面。This study takes Schwab’s theory of practical curriculum as a guide, integrates the theory’s art of practice, art of quasi-practice, art of compromise, collective deliberation method, and action research method into the process of curriculum development, implementation, and evaluation, and establishes a mode of applying the theory to build a mental health education curriculum for the research school. It also summarizes the experience of applying the theory to guide the construction of the curriculum in the two-level evaluation of teachers and students, including the four aspects of personalized moderation, school-based approach to collective deliberation, institutionalization of the process of collective deliberation, and diversification of curriculum evaluation.展开更多
文摘民族传统体育活动融入心理健康教育在创新课程教学活动内容和形式、增进学生人文素养和推动心理健康教育校本课程建设等方面都有着重要的现实价值。以仫佬族自治县高级中学心理健康教育创新实践为例,筛选并引入一系列适用于高中生心理健康教育的民族传统体育活动,包括踢篾球、抢粽粑和舞草龙;其次将这些活动在合理改编的基础上有机融入学校心理健康教育的课程教学、实践活动以及校园环境等多元途径,旨在提高心理健康教育育人效果进而提升学生心理健康水平。 The integration of ethnic traditional sports into school mental health education holds significant practical value in innovating the content and form of teaching activities, enhancing students’ humanistic literacy, and promoting the construction of school-based curriculum of mental health education. Taking the innovative practice of mental health education at the Luocheng Mulao Autonomous County Senior High School as an example, a series of ethnic traditional sports activities suitable for students’ mental health education have been carefully selected and introduced, including “Kicking bamboo ball”, “snatching zongzi” and “dancing straw loong”. These activities are then reasonably adapted and organically integrated into various aspects of the school’s mental health education, such as curriculum teaching, practical activities, and the campus environment, with the aim of improving the educational effectiveness of mental health education and elevating the mental health level of students.
文摘以施瓦布实践性课程理论为指导,将理论的实践的艺术、准实践的艺术、折中的艺术、集体审议法、行动研究法融入课程的开发、实施、评价过程中,建立一种理论应用模式,为研究校建设心理健康教育课程。并在师生双层面评价中,总结运用该理论指导课程建设的经验,包括个性化适度而为、集体审议的方式校本化、集体审议的流程制度化、课程评价多元化四方面。This study takes Schwab’s theory of practical curriculum as a guide, integrates the theory’s art of practice, art of quasi-practice, art of compromise, collective deliberation method, and action research method into the process of curriculum development, implementation, and evaluation, and establishes a mode of applying the theory to build a mental health education curriculum for the research school. It also summarizes the experience of applying the theory to guide the construction of the curriculum in the two-level evaluation of teachers and students, including the four aspects of personalized moderation, school-based approach to collective deliberation, institutionalization of the process of collective deliberation, and diversification of curriculum evaluation.
