体育教学中分层干预的概念框架

A Conceptual Framework for Tiered Intervention in Physical Education

投稿时间：2018-11-27

DOI：

英文关键词:physical education tiered intervention school resource community resource student identification

基金项目:

作者	单位	E-mail
Brian Dauenhauer	北科罗拉多大学	Brian.Dauenhauer@unco.edu
Xiaofen Keating	德克萨斯大学奥斯汀分校运动学和健康教育系
Dolly Lambdin	北科罗拉多大学
Robert Knipe III	北科罗拉多大学
晏慧	上海体育学科学研究所	122761853@qq.com

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中文摘要:

基于通过健康、体育课程让所有儿童拥有健康、良好的身体素质的体育教育理念，通过梳理体育教学分层干预的文献，发现一般的分层干预仅能满足运动低效能学生的体育需求，未能有效地满足运动高效能学生的需求，未实现让所有儿童通过体育教育获得良好身体素质的教育目标。因此，本文进一步扩展了体育教学中的分层干预概念框架，并梳理了不同层级干预的学校、社区资源，并认为识别不同层级的学生应在美国五大标准的基础上，根据学校、社区的优先成果，设定识别标准。

英文摘要:

Based on the physical education concept which aims to help all children obtain fine physical quality through health and physical education curriculum, and the literature review of tiered intervention in physical education, it is found that general tiered intervention can only meet the sports demands of lower-performing students instead of higher performing students, thus failing to enable all children to acquire good physical fitness through physical education. Therefore, this paper further expands the tiered intervention model on physical education and sorts out the school and community resources related to interventions of different tiers. It is also believed that students at different tiers should be identified according to the high-priority outcomes of schools and communities on the basis of the five National Standards.

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