Keywords: motivation mechanism of theoretical paradigm of physical education teaching
I. Purpose and significance of the study
In recent ten years, the research of physical education teaching theory in China is in the ascendant. Many scholars have done a lot of research on the theoretical paradigm of physical education teaching theory from different value orientations and achieved many results. These achievements have played a positive role in promoting sports theory and practice from different aspects and to different degrees, and also provided rich materials for this study.
Second, the research object and research methods
(A) the research object
The research object of this paper is the theoretical paradigm, physical education teaching practice and dynamic mechanism of physical education teaching theory. Through the understanding, analysis and research of these problems, it provides a clear outline for colleagues to understand this kind of problems.
research method
Literature review: First of all, through the information retrieval of the research results in this field and related fields, the research results at home and abroad are comprehensively investigated, which provides rich material resources for this study.
Third, the research content
(A) Physical education teaching theory and its theoretical paradigm
Paradigm is a word put forward by Kuhn, a famous American philosopher of science, in The Structure of Scientific Revolution. As soon as this book came out, it was immediately accepted by the academic circles, and a heated debate was launched around it.
According to the essential functional characteristics of physical education teaching theory, the theoretical paradigm of the concept of physical education teaching theory is preliminarily defined: physical education teaching theory is a discipline that studies basic theoretical problems such as physical education teaching phenomena and characteristics, essence and laws. The theory of physical education teaching focuses on the dynamic whole of physical education teaching, comprehensively investigates and studies the basic theoretical problems such as phenomena, characteristics, essence and laws in the process of physical education teaching activities, scientifically guides physical education teaching practice, and continuously improves the overall function of physical education teaching. The teaching theory of physical education is a branch of the teaching theory, which is actually a subject teaching theory and a relatively independent subject among many theoretical disciplines in the field of school physical education.
(B) The theoretical paradigm of traditional physical education teaching theory hindered the development of its dynamic mechanism.
Since the reform and opening up 20 years ago, China's sports industry has undergone historic changes and achieved remarkable achievements. However, there are still some shortcomings in the development of school physical education, which always lags behind the development of society and cannot meet the needs of social development. The traditional theoretical paradigm of physical education teaching theory has bound the way of thinking of physical education teachers, making them fall into a prescribed and framed teaching mode, which has seriously affected the development of school physical education.
1. The theoretical paradigm of traditional physical education emphasizes the leading role of teachers and ignores and restricts the development of students' personality.
The traditional physical education teaching mode overemphasizes the classroom structure, which affects students' real practice (from beginning to preparation, from whole team to formation, from explanation to demonstration, from learning to review). The whole process fetters the thinking mode of physical education teachers and makes them fall into the prescribed teaching mode. Some parts of the classroom are too restrictive and single in form, and the role of the basic part is overemphasized in content, while the educational and training role of other parts is neglected, and students' main role in the classroom is not brought into play. This fixed paradigm time will definitely have a great negative impact on students, limit their thinking and imagination, make them lose interest in physical education class, and fail to achieve various educational functions required by physical education class.
2. Traditional physical education teaching paradigm is a fixed model that grows and forms in the theory and practice of exam-oriented education.
One-sided emphasis on physical exercise ignores the overall training and education of students, as well as the individual needs and independent learning of students. Teaching efficiency is low, and most students can't be the main teaching goal, which is contrary to the rapid development of today's times and the improvement of overall quality.
3. The traditional paradigm can no longer meet the teaching objectives required by quality education.
We know that the essence of quality education is to emphasize that education must be based on the actual needs of human development and social development, with the fundamental purpose of comprehensively improving the basic quality of all students, and must fully respect students' subjectivity and initiative, pay attention to developing students' wisdom potential, and pay attention to the education of forming people's sound personality. Traditional teaching is a fixed model that grows and forms in the theory and practice of exam-oriented education. One-sided emphasis on physical exercise, while ignoring the all-round training and education of students, can not take most students as the main teaching goal, which is inconsistent with the historical task entrusted by the times.
(C) The theoretical paradigm of modern physical education teaching theory promotes its dynamic mechanism.
1. What is the significance of applying the paradigm of modern teaching theory?
The traditional teaching theory paradigm with the sole goal of imparting book knowledge in classroom teaching has been strongly impacted in the development of contemporary teaching theory, and the expansion of teaching objectives has become the common trend of teaching reform in all countries of the world. At the same time, the concept of modern teaching theory has penetrated into people's theoretical research and practical exploration to varying degrees.
2. Break through the traditional paradigm and promote the application of its dynamic mechanism in physical education teaching practice.
The reform of physical education teaching should highlight students' dominant position. The opening and development of modern society requires attaching importance to and developing students' subjectivity. Teachers should fully realize that students are the main body of learning, and making students the main body is the need of social development and self-development. The times call for innovative education, which requires school physical education to break through the traditional teaching mode, establish a new viewpoint of modern teaching theory according to the requirements of modern society for modern people, and guide schools to carry out teaching reform with the viewpoint of modern teaching theory to meet the needs of social development. As a teacher.
Four. conclusion and suggestion
The significance of modern physical education teaching theory paradigm in promoting its dynamic mechanism. It is not only of far-reaching historical significance to apply the theoretical paradigm of modern physical education, but also of great modern significance. The paradigm of modern teaching theory is the principle of combining teacher-led with student-centered. Teachers can induce students' internal factors through various external factors created by themselves, which can stimulate students' strong desire to explore knowledge, further stimulate their enthusiasm for exploring the unknown world, cultivate their attitude of preliminary scientific research, and enable them to gradually master the scientific methods of analyzing problems.
References:
[1] Liu Rong. Theory and Practice of Physical Education Teaching [J]. Journal of Gansu Union University. 2006.7。
[2] Yu Shusheng. Modern educational theory [M]. Jinan: Shandong Friendship Publishing House. 1995.
[3] Liu. Physical education (experimental edition) [M]. Beijing: Higher Education Press. 2000。