高级检索
张琴. 体育教学人文精神的三重意蕴[J]. 安徽工业大学学报社会科学版, 2017, 34(6): 70-72. DOI: 10.3969/j.issn.1671-9247.2017.06.025
引用本文: 张琴. 体育教学人文精神的三重意蕴[J]. 安徽工业大学学报社会科学版, 2017, 34(6): 70-72. DOI: 10.3969/j.issn.1671-9247.2017.06.025
ZHANG Qin. Three Implications of the Humanistic Spirit in Physical Education[J]. Journal of Anhui University of Technology(Social Sciences), 2017, 34(6): 70-72. DOI: 10.3969/j.issn.1671-9247.2017.06.025
Citation: ZHANG Qin. Three Implications of the Humanistic Spirit in Physical Education[J]. Journal of Anhui University of Technology(Social Sciences), 2017, 34(6): 70-72. DOI: 10.3969/j.issn.1671-9247.2017.06.025

体育教学人文精神的三重意蕴

Three Implications of the Humanistic Spirit in Physical Education

  • 摘要: 具备人文精神的体育教学正视个体差异、追求个体发展、回归个体尊重。体育教学人文精神强调构建融合国家要求、社会需求、教师追求、学生诉求的新型师生关系,从而释放学生动作技术和个性魅力的时空延展度,实现体育教学追求真理和锻造人格的双重使命。

     

    Abstract: Physical education with humanistic spirit face up to individual differences, pursue individual development and return to individual respect. The humanistic spirit of physical education emphasizes the construction of a new teacher-student relationship that integrates national requirements, social needs, teachers' pursuit and students' demand so as to release the space-time extension of students' action skills and personality charm and realize the dual mission of pursuing truth and forging personality in physical education.

     

/

返回文章
返回