| With the rapid development of campus football,football clubs came into being.Under the guidance of the government,encourage and support more social forces and resources to participate in our campus football."School-enterprise cooperation" has become a new type of cooperation mode for its development."School-enterprise cooperation" is a cooperative relationship between social football clubs and schools.This article conducts a comparative analysis and research on the current situation of football courses,aiming to find out the differences in Xi’an primary school football courses under the "school enterprise cooperation" model,and propose optimization opinions and suggestions.Search on CNKI with the keywords of "school-enterprise cooperation" and "primary school football curriculum" shows that there are few relevant studies.Therefore,it is of great exploration value to study the optimization of football curriculum in primary schools in Xi’an under the mode of "school-enterprise cooperation".This paper selects schools and clubs in Xi’an that adopt the "school-enterprise cooperation" model as the object of investigation,and finds the differences between the school football curriculum in primary schools in Xi’an before and after the "school-enterprise cooperation" model through comparative research,and optimizes it according to relevant theories.The following conclusions are drawn:(1)Cooperation: analysis and research are carried out from five aspects:cooperation motivation,cooperation mode,cooperation faculty,cooperation management mechanism,and effect guarantee of both parties.Schools and clubs use their own resources and conditions to establish a win-win cooperation relationship.The content of cooperation needs to be improved.(2)In terms of course objectives: coaches attach importance to cultivating students’ interest in football and football skills,but the goal of football course is too high.After cooperative teaching,the coaches should arrange the curriculum objectives in combination with the school curriculum objectives and the physical and mental development characteristics of students.(3)Course content: coaches should make reasonable use of hierarchical teaching to carry out targeted teaching for students at different levels.In addition,the content elements of theoretical courses are lacking.(4)Course implementation: Coaches try to choose teaching methods that guide students to actively explore learning,so as to maximize their enthusiasm for learning.The football class hours are insufficient,especially the theoretical class hours.(5)Course evaluation: the coaches did not fully understand the students’ evaluation of the course and the coaches’ evaluation.As the medium of the course,the coaches did not conduct self-evaluation in time in the process of teaching correct knowledge.Physical fitness assessment is lack of special football test and can not make effective evaluation.The evaluation system of cooperative football course is not perfect.Suggestion:The school should constantly improve the rules and regulations of cooperation,find problems in the process of cooperation in time,improve the cooperation relationship between the two sides,and improve the quality of the curriculum.For the club,the coaches are regularly trained and the teaching level is evaluated.The two partners have built a relatively complete evaluation index system for the football curriculum.For the formulation of course objectives and contents,both parties shall establish a subcommittee for joint review.In addition,for coaches with teacher qualification certificates,whether to consider modifying the relevant cooperation content to enable coaches to participate in the development and implementation of school-based football curriculum in primary schools,on the one hand,to solve the shortage of football teachers,on the other hand,to facilitate coaches to select excellent students to participate in the club’s special promotion training. |
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