A Study Of Wushu Curriculum In Primary And Secondary Schools From The Perspective Of Constructivism

Launched in 2010,a new round of curriculum reform has entered the stage of deepening,in the form of further deepening curriculum reform,meet the demand of martial arts curriculum reform deepening,make wushu curriculum reform and curriculum reform idea more fit is one of the objections of this study.Modern education curriculum organization mode of dominated by subject of criticism,to a comprehensive,open to the promotion of the course provides a reference martial arts curriculum reform deepening,break the martial arts curriculum knowledge boundaries,martial arts curriculum construction into comprehensive knowledge platform is an important approach to change the martial arts curriculum reform,so martial arts curriculum construction into a comprehensive knowledge of the second platform is the goal of this research.In martial arts curriculum development concept,the development of modern martial arts curriculum highlights the central position of the martial arts,martial arts education concealed by the development of martial arts appeal,the significance of changes of martial arts curriculum centered on martial arts curriculum construction mode,make the development of wushu education comply with the third education demand is the goal of this research.Physiology in wushu culture,martial arts and other knowledge,training study content is numerous,from the perspective of knowledge exploring students demand for martial arts courses,so as to build a curriculum model which is the purpose of this study of the four.Martial arts education in the new development opportunities in recent years,the traditional martial arts as a curriculum system,course content began to enter the school,therefore this research also wants to enter the school curriculum for the traditional martial arts,open up a path of science,the traditional martial arts to better serve the education and highlight the value of itself,this is the purpose of this study is to five.This study knowledge view,learning view,curriculum as the breakthrough point.Knowledge view and learning view directly influenced the modern curriculum construction,knowledge concept mainly affected the content of the course and the object,mainly affected the course of learning view form,scope,research paradigm.Knowledge view has set up a mental framework,knowledge about the course of screening,so the concept of knowledge decision course content,namely determines the dimensions of the students "know";Main guiding thepractice of the course,learning must go through thinking,critical can be accepted by students,such as cognitive process of learning the end result is to promote students form a certain mode of thinking and ideas,so learning theory in the role of curriculum construction can be summed up as "different".Curriculum mainly fusion theory of knowledge and the content of the learning theory to guide of course construction,so the curriculum theory is to guide the practice of "knowledge" and "thinking".The curriculum theory,theory of knowledge,theory of learning in the embodiment of role in the construction of curriculum.Knowledge view,learning view of the construction of the modern martial arts curriculum and curriculum is based on the present situation of wushu course decisive factor,therefore research from the perspective of knowledge view,learning view,course view of martial arts knowledge,learning,course characteristics are analyzed.From the point of the knowledge view of today's martial arts course construction on the basis of scientific knowledge view,under the scientific knowledge view martial arts knowledge shows the characteristics of closeness,oneness and false logic;From the Angle of the theory of learning,while psychological science has developed to the stage of cognitive psychology,but basic wushu course or continue to use the behavioral learning theory,under the view of behaviorism learning wushu course cheng learning process presents the following characteristics: content martial arts courses for closed alternative openness,martial arts course in interests outside instead of intrinsic motivation aspect demand,interactive dimension martial arts courses to a single dimension of infusion instead of all-round exchanges.From the Angle of curriculum theory,the modern units of subject curriculum model constructed a structured curriculum system,under the structured curriculum system shows the characteristics of three aspects of martial arts course: course content foundation is vain;Political factors will become the foundation of the course;Curriculum development contradictions.Under the perspective of constructivism concept of knowledge,learning,and changes in course view of constructive wushu course and existing differences between the source of the martial arts courses,so research of constructivist perspective of knowledge view,learning view and curriculum features were analyzed.From the perspective of knowledge view,constructivism denies the absoluteness of knowledge,constructivism does not think that knowledge is essential,knowledge is a kind of pure form relationships,so constructivism concept of knowledge showed the following five features: the social nature of knowledge,conciliatory,open,applicability and liquidity.Constructivism learning theory based on the theory of cognitive psychology of socialism,but highlighted the learning process of constructivism learning theory is the combination of the social dimension and individual dimension,break through the traditional learning theory pays attention to the shortage of the single level,think learning is a process of individual and social interaction.The characteristics of the concept of constructivism learning theory is mainly manifested in three aspects;First,attaches great importance to the learning process of subjectivity and diversity;Second,see learning as a process of deconstruction and construction cycle;Third,pay attention to the practicality and situational learning.Constructivism curriculum as the organization form of learning activities,under the perspective of constructivism curriculum has four characteristics;First,the resolution of course knowledge limit properties;Second,to break the knowledge center socialist value orientation;Third,eliminate the course tools attribute;Fourth,changed the traditional curriculum structure.Analysis knowledge view,learning view of constructivism,the change of the curriculum for the specific impact of martial arts courses is constructivism just to martial arts curriculum construction guidance,so the article constructivist knowledge view,learning view,course view under the specific changes of martial arts courses are analyzed.The change of knowledge view influence on martial arts course content is mainly manifested in four aspects;First,the society is the set of martial arts curriculum content standards and evaluation criteria;Second,the experiences of the martial arts knowledge and scientific knowledge coordination;Third,expand the source of the martial arts curriculum knowledge;Fourth,the course content with exploratory project alternative to determine knowledge.Learning view of the influence of the martial arts course mainly displays in: first,the martial arts learning style in the collaborative learning instead of the structured teaching;Second,the martial arts learning goals to replace knowledge acquisition capacity growth;Third,the martial arts learning environment to replace drab classroom lively scene.The influence of changes in the curriculum course form;First,the martial arts course of teaching and learning process will gradually merge;Second,change the traditional martial arts curriculum structure and boundaries.Based on constructivist knowledge view,learning view and the analysis of the curriculum,the core idea of constructivism education theory is the central position of the students both in the determination of curriculum objectives,curriculum content organization,the implementation of the curriculum evaluation must reflect the subjectivity of students,so students' cognition is the starting point of course construction.To understand the cognition of martial arts student,establish the course construction,the basis of classification of the "martial arts of primary and middle school students learning expectation questionnaire,exploring students demand for martial arts curriculum,constructing the curriculum based on the needs of students.In after exploratory factor analysis and confirmatory factor analysis of martial arts study expected performance for four dimensions;Martial arts knowledge,physiological and social goals and achievement expectations,on the basis of the students' cognitive combining constructivism theory,learning theory,curriculum theory knowledge characteristics determine the four goals of the course.Martial arts knowledge goals include understanding of martial arts technology,history,instrument,be seperated,etiquette and other related knowledge,have a intuitive understanding on wushu culture,and to form stable concepts of martial arts.Physiological knowledge goals require students to learn by martial arts master body parts and organs and physiological knowledge;And understanding from the Angle of physiology of martial arts sport health promotion principle,physiology knowledge can be used for creative martial arts action and guide the movement.Achievement goal requires students to understand the learning motivation of martial art course,master the basic methods of incentive regulation,know that learning motivation regulation.Social goal students know martial arts movement basic moral,ethical,and use of wushu ethics ethical behavior,form a certain moral,ethical quality and team work spirit.Students of different grade differences,there must be the demand for martial arts courses research follows the "compulsory education sports and health course standard" classified methods of different grade students,26 in Shanghai primary and secondary schools,600 students were investigated,to explore the different grade students expect differences of martial arts courses.After repeated measure analysis of variance shows that the needs of different grade of martial arts courses exist significant differences,have examined the LSD later sortingdemand for knowledge of different grade,different level students demand for martial arts curriculum knowledge as follows;Level 2 students a sort of martial arts courses learning expectations of martial arts,physiological knowledge,achievement expectations,social relations;Martial arts course level 3 students want to see the sort of achievement expectations,physiological knowledge,martial arts,social expectations;Martial arts course level four students want to sort of achievement expectations,martial arts,physiological knowledge,social expectations.Before to martial arts course content determine established constructivism curriculum content organization should follow three principles: first,pay attention to the transverse connection between multidisciplinary;Second,the content in the form of independence movement instead closed routines;Third,pay attention to the content of leading and exploratory.Course content from teachers' activities,exploration projects,student activities and teaching target four aspects in the construction.Teacher activity guide two aspects mainly includes the data preparation and organization,information prepared by the teacher according to the characteristics of delivered practiser;Guide teachers mainly includes the following six task: to form a learning team,assignments,provide guidance,check the learning effect,building situation,regulating the relationship between students;Levels were set up five students explore task,level 3 students to set up six exploration missions,level four students set up seven exploration tasks.Constructivism education to cultivate student's ability as the main target,so constructive martial arts curriculum evaluation in order to change the traditional curriculum evaluation mode.In terms of evaluation subject has changed,the leading position of teachers in the evaluation from the evaluation form evaluation can be divided into group evaluation and group evaluation,self-evaluation of students,teachers,evaluation of four tectonic plates,and the evaluation index of each section is determined.