扩大参与包容性体育教育的范围:为体育边缘化学生提供以创造者为基础的方法
Yongchul Kwon1, Donghyun Kim1, Minseo Kang1
1Department of Physical Education, Pusan National University, Busan 46241, Republic of Korea.
Children (Basel, Switzerland)
|December 30, 2025
概括
在专业学习社区 (PLC) 中共同设计的基于制造者的体育教育 (PE) 课程,增加了学生参与和教师成长. 这种包容性模式使边缘化学生参与到新的创造性和分析性角色中.
科学领域:
- 体育教育的体育教育
- 教育心理学教育心理学
- 课程开发 课程开发
背景情况:
- 体育教育 (PE) 基于制造者的课程在专业学习社区 (PLC) 中共同设计.
- 该研究的重点是增加因能力,动机或社会背景而被边缘化的学生的参与.
- 教师的专业成长是关键目标,除了学生的参与.
研究的目的:
- 检查在PLC中开发的以制造者为基础的PE课程如何增强学生参与.
- 调查这些课程对教师专业发展的影响.
- 探索如何在PE中吸引体育边缘化学生的策略.
主要方法:
- 采用了定性单个案例研究设计.
- 数据收集包括PLC文件,课程计划,观察,学生工作和教师采访.
- 使用诱导类别分析来分析收集的数据.
主要成果:
- 三种新兴的课程类型包括物理数据分析,绩效反和基于游戏的格式.
- 学生角色的多样化超出了表演者的范围,包括创作者和分析师.
- 体育边缘化的学生表现出更多的参与和参与新的角色,而教师采用反思性实践.
结论:
- 基于制造者的PE提供了一个可适应的,低成本的模式,用于包容性课程改革.
- 这种方法促进了创造力,福祉和更广泛的学生参与.
- 进一步的研究应侧重于长期影响,可扩展性和持续的PLC驱动型创新.
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