References in Western Philosophical Papers —— Analysis of Physical Education Curriculum View from the Perspective of Western Philosophy
Western philosophy regards the life world as the starting point and foundation of its exploration, and believes that education should be rooted in the life world, which is in line with a trend of contemporary education. We can refine the concept of physical education curriculum from the perspective of western philosophy into returning to the life world and strengthening the subjective consciousness. But what needs to be pointed out here is that western philosophy puts forward? Education returns to the life world? Yes,? Return? Its essence is to pay attention to the generation of people and the process value of physical education teaching. ? Sports return to the life world? It is required to integrate the teaching of sports skills and knowledge with life, and at the same time always point to the development of students as realistic subjects. ? Return? Doesn't mean abandoning or deviating? Science? And the teaching of scientific knowledge, not just teaching? Experience? And teaching? Life events? Western philosophy is not a reaction to scientific knowledge and the scientific world. What is against returning to the life world is that students are regarded as containers of knowledge and? Go to the process? 、? Go to the scene? And other limitations, pay attention to the internal connection and integration of knowledge teaching and human development. In a sense, physical education in the vision of western philosophy emphasizes the process value of teaching, pays attention to process and result, pays attention to creation, opposes always execution and mediocrity, pays attention to students' subjectivity, pays attention to individuality and differences, and opposes rigid unity and centralism. This paper will be divided into four levels: teaching content, teaching process, teaching methods and teacher-student relationship.
Analyzing the concept of physical education curriculum from the perspective of western philosophy.
First, the analysis of physical education curriculum model from the perspective of philosophy
1. Transcendence of teaching content: Transcending the shackles of knowledge and paying attention to the life world.
Teaching returns to life, which makes the teaching content have the meaning of life. Life is of great significance to the content of physical education, and it is the foundation, condition and source of teaching content. Life-oriented teaching content is conducive to the establishment of people's ontology consciousness and life consciousness, and to the cultivation of students' comprehensive social practice ability and social responsibility. The return of physical education teaching to life brings the integration of students' life world, scientific life world and human life world, and it is the change of teaching content concept, the reorganization of resources and the redistribution of rights. In order to make sports return to life, the content of sports return to life must be established from the ideal world to? Real life world? Return to the concept of new physical education curriculum; The selection and setting of materials not only reflects the transition from a simple material, inevitable, * * and simplified world to a multi-quality, contingency, individuality and complex world, but also pays attention to the improvement of students' and teachers' subjective consciousness, fully grasps the dynamic changes of people in time and space and their relationship, and takes into account the integration of people's life experience and development needs with the life world faced by students and the realization of students' life value.
2. Carry forward humanistic spirit and strengthen life consciousness.
Since the Enlightenment, the worship of science and technology has led people to live in a cold scientific world, thus forgetting the real root of human life. In this context, education, which takes shaping people's spirit and soul as its responsibility, failed to keep its own door and became a colony of the scientific world, forgetting people's life and its value, which led to education losing itself, covering its soul and losing its real meaning. ? Education is a social activity that directly faces human life and improves the quality of human life through human life. It is the cause that can best reflect the concern for life in a people-oriented society. ?
Education should face living individuals, people with life ideals, life pursuits and life aspirations, but in reality, too many forms of education in the name of education occupy the space of students' individual life. Adolescence is the most active, colorful and complicated period in a person's life. For a long time, China's education has placed too much emphasis on the cultivation of political awareness, social responsibility and dedication, while ignoring the real life subjects with distinctive personalities, rich connotations and diverse interests. Therefore, in order to return to self and complete its mission well, physical education teaching must come out of the alienated world in the past and pay attention to the life of every student, with the basic pursuit of cultivating a sound personality who can maintain life, know life, understand life and improve life. Indeed, physical education classroom teaching needs to return life to students and rebuild their classroom life.
In order to truly achieve these fundamental goals, physical education teaching must change from accepting teaching with knowledge to inquiry teaching with comprehensive ability; From single cognitive teaching to multi-dimensional experiential teaching; From mechanical decision teaching to interactive communication teaching. Physical education teaching from the perspective of philosophy emphasizes the process value of teaching, pays attention to process and result, pays attention to generation and creation, opposes faithful implementation and mediocrity, pays attention to students' personality and respects individuality and differences.
3. The change of the relationship between teachers and students: from the grant of knowledge to the equal exchange.
Philosophy holds that educated people can be understood as:? A person's cognitive style, thinking style and behavior style all stem from who he is. Such a person knows that a real person is not just an individual, his or her independent existence, but the relationship with others, so he or she is essentially an ethical existence. ? Existentialist philosopher Ma Kexin? From the meaning of life world, Green pointed out that education should not only respect individuals themselves.
The value of life, but also pay attention to the relationship between individuals and others, that is, the existence state of the life world composed of individuals and others. Philosophy education should not only put forward existentialism? Who am I? Questions, more questions? How do I construct another one? problem ? In education, the most fundamental problem is the relationship between teachers and students? ,? If this relationship is distorted, any other improvement is meaningless? .
Physical education teaching from the perspective of philosophy needs to grasp the internal structure of the relationship between teachers and students, and reflect the life significance of physical education teaching activities through the perfect development of the relationship between teachers and students. Husserl believes that people live in a vivid world? Personality and attitude? Communication, he called this kind of communication? Intersubjectivity? . This kind of communication is the communication between subjects, which realizes the equality and independence of the relationship between people. It emphasizes that in the same communication subject, every member is equal and independent, and the relationship between subjects is interactive and influential. The return of physical education teaching to life has effectively realized the dialogue, communication and interaction between teachers and students. Only by weakening the authority of teaching materials, weakening the status of teacher-centered speakers and pursuing the dialogue context of equal communication between subjects can teachers and students really achieve it? Face to face, heart to heart? Communication. Teachers should respect students' individuality, their development needs and their unique understanding, experience and emotions when dealing with ethical relations with individual students. Really take students as the main body? . Dealing with the ethical relationship between teachers and students is conducive to enhancing the life significance of physical education teaching.
Second, the western philosophy of China's physical education curriculum reform inspiration
1. Physical education curriculum should return to life and pay attention to students' real life world.
In the traditional curriculum concept, the curriculum serves the future life and is far away from the reality of students' life. It not only separates learning activities from students' real life, but also keeps them away from their future development. To correct the chronic disease of the traditional curriculum concept, it is necessary to link the curriculum with students' life practice, build a bridge for knowledge and cultural experience, and enable them to communicate. However, it should be pointed out that Dewey's empirical curriculum philosophy is not recognized by us. Physical education class can't let go? Life? With what? Development? Completely opposite, but not completely equal, they are dialectical unity. Life is the foundation and development is the goal; Life supports development, and development guides life. Accordingly, physical education curriculum should pay attention to life and students' experience, find a balance between ideal and reality, humanities and science, emphasize the organic unity of nature, society and people in the curriculum system, and make nature, society and people become the basic sources of knowledge; It is especially emphasized that every student should feel life and be integrated with life, so that students' sports knowledge and skills can be closely linked with life and real society.
2. Physical education curriculum should take culture as its value orientation and knowledge as a tool to achieve cultural goals.
Culture is the sum of all the material and spiritual wealth created by human beings, and the sum of all the achievements of human understanding and practice of the objective world. It has two basic characteristics: 1. It is enjoyed by * * *, not unique to one person; For individuals, it is acquired, not innate. This shows that once it is generated, it becomes an objective force beyond the individual, exists in society and its historical activities, and maintains society and history. If people want to become socialized individuals and develop in society, they must accept the cultural value and significance beyond personal experience.
Knowledge is the product of human materialized labor, but it is not equal to culture. Culture is the goal of human material and spiritual activities, and knowledge is the means to achieve and achieve this goal. In a sense, culture is closer to the life world, while knowledge is more inclined to the scientific world. Based on this understanding, one of the important purposes of school physical education is to inherit and spread sports culture, and even create culture. While learning a variety of sports techniques, it contains the profound content of accepting and absorbing human culture, forming a standardized culture of sports morality, an emotional culture of sports aesthetics and a vigorous culture of sports competition. These various functions of school physical education are worth exploring and inheriting in teaching. In addition, the knowledge and experience incorporated into the physical education curriculum are required to be more reasonable and orderly, which can contain richer cultural essence and people's thoughts, feelings and value pursuit injected in the practice process, so that students can quickly absorb the essence of sports culture and gain the strength of sports culture.
In a word, philosophy regards the life world as the starting point and foundation of its exploration, and thinks that education should be rooted in the life world, find problems in the life world, and thus put forward the purpose and value of education. It needs a kind of dialogue education based on the life world, aiming at obtaining meaning rather than accumulating knowledge. It hopes to create a distinctive school education, which requires teachers and students to be the main body, and to establish themselves through dialogue between the main bodies. School is not only a place for knowledge transmission, but also a place for knowledge generation. It requires cultivating students' thinking ability, creative ability and critical ability, and holds that these abilities are not a way to acquire knowledge, but a form of knowledge itself. It has a practical purpose, requiring students to know how to do it for a long time, and to have an ethical orientation, pay attention to moral values and cultivate people's sense of responsibility. It is devoted to observing people's spiritual world, asking people to understand the meaning and value of life, so as to guide people to learn to survive and live better. This orientation of philosophy is not only the pursuit of rationality and humanity, but also the responsibility for education and life. These views mean important changes for traditional education and are more positive and profound for the cultivation of people.
refer to
[1][ Jay] Comenius. On big teaching. Translated by Fu Rengan. Beijing: Education Science Press, 1999.40.
[2] UNESCO Committee on International Education Development. Learn to survive-educate the world today and tomorrow. Translated by Institute of Comparative Education, East China Normal University. Beijing: Education Science Press, 1996.
[3] Zhang Hua. On the return of moral education to life world. Zhu Xiaoman. On Moral Education (Volume 1) Nanjing: Nanjing Normal University Press, 2000.445-446.