What Are Curriculum Standards?

Curriculum standards are instructional documents that specify the nature, curriculum goals, content goals, and implementation recommendations of a subject. Compared with the syllabus, the curriculum standards are detailed and clear in the basic concepts of the curriculum, curriculum objectives, curriculum implementation suggestions, etc., especially the basic requirements for learning for all students.

Course Standard

Curriculum standards are generally expressed in the United States using academic benchmarks, as well as domestic scholars such as
At the beginning of the modern education in the late Qing Dynasty in China, there were chapters of the "Homework Teaching Method" in the school charters at all levels, which listed the course schedule and curriculum chronology. This is the prototype of the curriculum standard. In January 1912, the Ministry of Education of the Republic of China announced the "Interim Curriculum Standards for General Education." Since then, the term curriculum has been used for about 40 years.
The structure of curriculum standards generally includes two parts: general outline and subject curriculum standards. The general outline stipulates the general goals of school education, the setting of disciplines, the weekly teaching hours schedule and general teaching principles for each grade and discipline. The subject curriculum standards stipulate the teaching objectives and outline of teaching materials, the allocation of teaching points and teaching time, minimum teaching equipment, and
With the development of new basic reforms, the State Education Commission and local education commissions have begun to reorganize and compile new curriculum standards for various subjects. The requirements are:
National curriculum standards are the basis for textbook writing, teaching, evaluation, and test propositions, and the basis for national management and evaluation courses. It should reflect the country's basic requirements for students at different stages in terms of knowledge and skills, processes and methods, emotional attitudes and values, stipulate the nature, objectives and content framework of each course, and put forward teaching and evaluation suggestions.
The formulation of national curriculum standards should be based on the characteristics of various courses, combined with specific content, strengthen the pertinence, effectiveness and initiative of moral education, patriotism, collectivism and socialist education for students, strengthen the fine traditions of the Chinese nation,

Standard Physical Education and Health Course

Foreword
With the rapid development of science and technology and the globalization of the economy, the material and cultural life of human society has been greatly improved as a whole, many diseases of human beings have been cured, and their health conditions have been greatly improved. However, the decline in physical activity and increased psychological stress caused by modern production and lifestyle has posed an increasingly serious threat to human health. People are gradually realizing that health is not only free of disease and weakness, but also maintained in perfect condition in terms of physical, mental and social development. Humans are more concerned about their health and quality of life than ever before. Because the health of the people is vital to the development of the country, the progress of society, and the well-being of the individual, and the physical education curriculum is an important way to improve the health of the people, all countries in the world attach great importance to the reform of the physical education curriculum.
The Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Educational Reform and Comprehensively Promoting Quality Education states: "Healthy physique is the basic premise for young people to serve the motherland and the people, and it is a manifestation of the vitality of the Chinese nation. School education must establish the guiding principle of health first Effectively strengthen the work of physical education. "" Full-time compulsory education general senior middle school physical education (grades 1 to 6) physical education and health (grades 7 to 12) curriculum standards (experimental draft) "(hereinafter referred to as" standards ") is in this thinking Developed under the guidance of. The Standard highlights the need to respect the selectivity of teachers and students for teaching content, pay attention to the diversity of teaching evaluation, make the curriculum beneficial to stimulate students' sports interest, develop the habit of insisting on physical exercise, and form brave, tenacious and tenacious. The quality of will will promote the healthy and harmonious development of students in physical, psychological and social adaptability, and thus play an important role in improving the overall health of the people.
I. Nature of the course
(I) Curriculum The physical education and health course is a compulsory course with physical exercises as the main means and the primary purpose of improving the health of primary and secondary school students. It is an important part of the school curriculum system. An indispensable and important way to develop talent. It is a course to deepen the reform of the original physical education curriculum and highlight the health goals.
(B) Course Value
The physical education and health curriculum plays an extremely important role in improving students 'physical fitness and health, promoting students' comprehensive and harmonious development, and cultivating high-quality workers required for socialist modernization.
1. Improve physical health (1-12'GYM'1.1.2.1)
Through the study of this course, students can improve their knowledge of body and health, master knowledge about physical health and scientific fitness methods, and improve self-care awareness; adhere to exercise, enhance physical fitness, promote physical health; develop a healthy lifestyle .
2. Improve mental health (1-12'GYM'1.1.2.2)
Through the study of this course, students will feel collective warmth and emotional pleasure in a harmonious, equal, and friendly sports environment; in the process of experiencing setbacks and overcoming difficulties, improve their ability to resist setbacks and emotional adjustment, and cultivate strong Quality of will; In the process of continuously experiencing progress or success, enhance self-esteem and self-confidence, cultivate innovative spirit and ability, and form a positive, optimistic and cheerful attitude towards life.
3 Enhance social adaptability (1-12'GYM'1.1.2.3)
Through the study of this course, students will understand the close relationship between personal health and group health, and establish a sense of responsibility to self, group, and society; form a sense of cooperation and competition necessary for modern society, learn to respect and care for others, and cultivate good sports Moral and collectivism, socialism, patriotism. How to learn about sports and health in modern society.
Obtaining sports and health knowledge and skills (1-12'GYM'1.1.2.4)
Through the study of this course, students can master the basic knowledge and sports skills of physical education and health, learn the basic methods of studying physical education, and form the consciousness and habits of lifelong exercise. Students can choose their favorite ones according to their hobbies and different needs. Methods Participate in sports activities, tap the potential of sports, improve sports appreciation, and form an active leisure lifestyle. Students can improve their safety and defense capabilities in sports and acquire basic survival skills in the wild.
Second, the basic idea of the course (1-12'GYM'1.2)
(I) Adhere to the "Health First" guiding ideology and promote healthy growth of students (1-12'GYM'1.2.1)
The physical education and health curriculum aims to promote the improvement of the overall health of students' physical, psychological, and social adaptability, and builds a curriculum structure that advances in the areas of skills, cognition, emotion, and behavior, and integrates sports, physiology, psychology, and health care. Relevant knowledge in many subject areas such as environment, society, safety, nutrition, etc., truly cares about the students' health awareness, exercise habits and the development of health habits, will improve student health throughout the course of the course, and ensure that "health first" Putting ideas into practice enables students to grow up healthy.
(2) Stimulate sports interest and cultivate students' awareness of lifelong sports (1-12'GYM'1.2.2)
School physical education is the basis of lifelong physical education, and sports interests and habits are the prerequisites to promote students' independent learning and lifelong adherence to exercise. Regardless of the choice of teaching content or the updating of teaching methods, we should pay close attention to the students 'sports interests. Only by stimulating and maintaining the students' sports interests can we enable students to consciously and actively exercise. Therefore, in sports teaching, students' sports interests are an effective guarantee to achieve the goals and values of sports and health courses.
(3) Focusing on student development and attaching importance to the subject status of students (1-12'GYM'1.2.3)
The core of the sports and health curriculum is to meet the needs of the students and attach importance to the emotional experience of the students, and promote the growth of a comprehensive socialist newcomer. In all links from curriculum design to evaluation, students' active and comprehensive development is always at the center. While paying attention to giving play to the leading role of teachers in teaching activities, special emphasis is given to the manifestation of students' subjective status in order to give full play to their enthusiasm and potential for learning, and improve their ability to learn in physical education.
(IV) Pay attention to individual differences and different needs to ensure that each student benefits (1-12'GYM'1.2.4)
The physical education and health course fully notices the individual differences of students in terms of physical conditions, hobbies, and motor skills. Based on this difference, the learning goals and evaluation methods are determined, and corresponding teaching suggestions are proposed to ensure that most students can complete The learning objectives of the course enable each student to experience the joy of learning and success to meet the needs of self-development.
Design ideas for curriculum standards (1-12'GYM'1.3)
(I) Dividing the learning field according to the course goals and content (1-12'GYM'1.3.1)
Physical Education and Health Curriculum has changed the traditional framework of dividing curriculum content and arranging teaching hours by sports. Based on the three-dimensional health concept, the characteristics of physical education, and the trend of international curriculum development, it has broadened the content of curriculum learning and divided the content of curriculum learning. Five learning areas for sports participation, motor skills, physical health, mental health, and social adaptation, and build a curriculum content system based on the domain goals.
(2) Dividing the learning level according to the characteristics of students' physical and mental development (1-12'GYM'1.3.2)
According to the characteristics of students' physical and mental development, the Standard divides the learning of elementary and secondary schools into six levels, and sets corresponding level goals according to the level in each learning area. Levels 1 to 5 are equivalent to the learning outcomes expected by students in grades 1 to 2, 3 to 4, 5 to 6, 7 to 9 and high school.
Taking into account the differences between schools and students, the Standard establishes Level 6 in various fields. As a developmental learning goal for students in high school to study sports and health courses, students in other stages can also set a higher level goal. As a developmental learning goal for this stage of learning.
(3) Determine specific learning goals based on operability and observability requirements (1-12'GYM'1.3.3)
In order to ensure the achievement of learning goals and the feasibility of learning evaluation, learning goals must be specific and observable. In the two learning areas of mental health and social adaptation, students are required to master the relevant knowledge and skills while emphasizing that students should experience psychological feelings and form good behavior habits in sports practice. This makes the learning goals of emotion and will hidden. Sex becomes dominant, and the principled requirements become observable behavioral representations. This not only facilitates students 'self-knowledge and experience while studying, but also facilitates teachers' observation and evaluation of students.
(4) Increasing the selectivity of course content according to the requirements of the third-level course management (1-12'GYM'1.3.4)
In accordance with the requirements of the three-level curriculum management, this "Standard" specifies the learning objectives for each learning area and level, and also determines the principle of selecting teaching content based on the learning objectives. Various localities, schools, and teachers can choose appropriate teaching content and teaching methods based on the actual situation of the local school and the school according to the learning objectives of the course when formulating a specific curriculum implementation plan. "Standard" has dealt with the selection of teaching content flexibly. In grades 7-9, schools can follow the requirements of level four in the content standard, according to the conditions of the school and the interests of most students, in each type of sports ( (Such as ball games, track and field, etc.) select a number of motor skills as teaching content; in high school, students can choose one or two items as learning content according to the content range determined by the school.
(V) Establish an evaluation system based on the developmental requirements of the curriculum (1-12'GYM'1.3.5)
Curriculum evaluation is an important means to promote the realization of curriculum goals and curriculum construction. The "Standard" strives to break through the situation of focusing on summative evaluation and ignoring process evaluation, strengthening the evaluation's incentive and development functions and weakening its selection and selection functions, and puts forward corresponding suggestions for teaching evaluation based on such principles. The "Standard" includes students 'physical fitness, knowledge and skills, learning attitude, affective performance and cooperative spirit into the scope of academic performance assessment, and allows students to participate in the evaluation process, in order to reflect the subject status of students' learning and improve their learning interest.
Course targets
I. Course Objectives (1-12'GYM'2.1)
Through physical education and health courses, students will:
Enhance physical fitness, master and apply basic sports and health knowledge and motor skills; (1-12'GYM'2.1.1)
Cultivate sports interests and hobbies, and form a habit of exercising; (1-12'GYM'2.1.2)
(3) It has good psychological qualities and demonstrates interpersonal communication ability and cooperative spirit; (1-12'GYM'2.1.3)
Improve the sense of responsibility for personal health and group health, and form a healthy lifestyle; (1-12'GYM'2.1.4)
Carry forward the spirit of sports and form a positive, optimistic and cheerful attitude towards life. (1-12'GYM'2.1.5)
Objectives of the learning area (1-12'GYM'2.2)
Sports participation goals (1-12'GYM'2.2.1)
Have an attitude and behavior to actively participate in sports activities; (1-12'GYM'2.2.1.1)
Participate in sports activities with scientific methods. (1-12'GYM'2.2.1.2)
Motor Skill Goals (1-12'GYM'2.2.2)
Get basic knowledge of sports; (1-12'GYM'2.2.2.1)
Learn and apply motor skills; (1-12'GYM'2.2.2.2)
Safely carry out sports activities; (1-12'GYM'2.2.2.3)
Get basic skills for field activities (1-12'GYM'2.2.2.4)
Physical fitness goals (1-12'GYM'2.2.3)
Form the correct body posture; (1-12'GYM'2.2.3.1)
Develop physical fitness; (1-12'GYM'2.2.3.2)
(3) Aware of physical and health concerns; (1-12'GYM'2.2.3.3)
Understand the impact of nutrition, environment and bad behavior on physical health. (1-12'GYM'2.2.3.4)
Mental health goals (1-12'GYM'2.2.4)
Understand the effect of physical activity on mental health and the relationship between physical and mental development; (1-12'GYM'2.2.4.1)
Correctly understand the relationship between physical activity and self-esteem and self-confidence; (1-12'GYM'2.2.4.2)
(3) Learn to regulate emotions through physical activities and other methods; (1-12'GYM'2.2.4.3)
Form a strong will to overcome difficulties. (1-12'GYM'2.2.4.4)
Social adaptation goals (1-12'GYM'2.2.5)
Establish a harmonious interpersonal relationship, with a good spirit of cooperation and sports ethics; (1-12'GYM'2.2.5.1)
Learn how to acquire sports and health knowledge in modern society. (1-12'GYM'2.2.5.2)
Content standards
Learning Area One Movement Participation (1-12'GYM'3.1)
Sports participation is an important way for students to develop physical fitness, acquire motor skills, improve their health, and form an optimistic and cheerful attitude towards life. The key to motivating students to actively participate in sports activities is to cultivate their interest and hobbies in participating in sports activities through various teaching methods and colorful activities, and to form a habit of exercising and the awareness of lifelong sports. On the basis of motivating students to actively participate in physical activities, students should also be made aware of the scientific methods of physical exercise.
In the 1st to 6th grades, we should focus on letting students experience the fun of participating in sports activities; in middle school, we should pay attention to the development of students' physical exercise habits.
(1) Attitudes and behaviors of actively participating in sports activities (1-12'GYM'3.1.1)
[Horizontal target]
Level One (1-2'GYM'3.1.1.1)
Show interest in physical education
At this level, students will be able to:
Willing to participate in various game activities;
Take physical education seriously.
Level 2 (3-4'GYM'3.1.1.2)
Willing to learn and show simple movements
At this level, students will be able to:
Show the simple movements learned to your peers;
Show your family's learned movements.
Level Three (5-6'GYM'3.1.1.3)
Actively participate in the learning of movements
At this level, students will be able to:
Actively observe and evaluate the movements of peers;
Demonstrate the learned movements.
Level Four (7-9'GYM'3.1.1.4)
Actively participate in sports activities
At this level, students will be able to:
Consciously participate in sports and health classes;
Actively participate in various sports activities outside the classroom;
Make full use of various conditions (such as multifunctional exercise machines or beds, tables, chairs, etc.) for sports activities.
Level Five (10-12'GYM'3.1.1.5)
Develop good physical exercise habits
At this level, students will be able to:
Describe the health benefits of regular physical exercise;
Exercise regularly, such as twice or three times a week.
Level Six (10-12X'GYM'3.1.1.6)
Persuading and driving others for sports
At this level, students will be able to:
Persuading peers to participate in sports activities together;
Participate in sports activities with family or friends;
Collect feedback from family and friends about participating in sports.
(2) Participate in sports activities with scientific methods (1-12'GYM'3.1.2)
[Horizontal target]
Level One (1-2'GYM'3.1.2.1)
Reasonably arrange exercise time and master common methods of measuring exercise load
At this level, students will be able to:
Know the significance of reasonable exercise time;
Reasonably arrange exercise time;
Use common methods such as pulse measurement to measure exercise load.
Level 2 (3-4'GYM'3.1.2.2)
Develop and implement a personal exercise plan based on scientific exercise principles
At this level, students will be able to:
Know the basic principles of scientific exercise;
Know how to set exercise goals;
Make a personal exercise plan according to your own situation;
Stick to physical exercise as planned.
Learn to evaluate the main methods of physical exercise (3-4'GYM'3.1.2.2.1)
At this level, students will be able to:
Evaluate the results of the fitness test;
Describe changes in physical fitness after a period of physical exercise;
Apply simple test methods to understand your physical fitness changes, such as step test, 5-minute run test, sit-up test, etc.
Level Three (5-6'GYM'3.1.2.3)
Know how to make exercise prescriptions
At this level, students will be able to:
Know how to make exercise prescriptions for yourself;
Know how to formulate exercise prescriptions for others;
Make exercise prescriptions for others, such as family and peers.
Learning Area 2 Motor Skills (1-12'GYM'3.2)
The study area of sports skills reflects the basic characteristics of physical exercises in physical education and health courses. Learning sports skills is also one of the main means to achieve learning goals in other areas. Through the study of motor skills, the vast majority of students will learn a variety of basic motor skills, on the basis of which to form their own hobbies, and have expertise, to improve the awareness and ability of lifelong physical exercise. At the same time, in the learning process, you can also learn the knowledge and methods of safe sports activities, and acquire basic activity skills in the wild environment.
At the compulsory education stage, students should pay attention to the mastery and application of basic motor knowledge and motor skills, but do not excessively pursue the system and completeness of motor skills teaching, and do not demand the details of technical movements. At the high school stage, students' different needs should be fully respected Guide them to choose one or two sports programs for more systematic learning and develop their athletic ability according to their specific conditions.
(1) Obtaining basic knowledge of sports (1-12'GYM'3.2.1)
[Horizontal target]
Level One (1-2'GYM'3.2.1.1)
Speak the term for a simple exercise
At this level, students will be able to:
Name the terms of simple movements of various parts of the body, such as turning the head, side lift, side flexion, kicking, etc
Name the simple body movements you are doing, such as squatting, stepping, rolling, jumping, etc.
Level 2 (3-4'GYM'3.2.1.2)
Know the terminology of the exercise
At this level, students will be able to:
Know the technical terms of ball games, such as shooting;
Know the terminology of gymnastics, such as forward roll, etc .;
Know the terminology of martial arts actions, such as Ma Bu Chong Quan;
Know the terms of dance or rhythmic action, such as running and jumping in dance;
Know the terms of track and field action, such as starting, etc .;
Know the technical or action terms in regional sports, such as kicking ice in skating.
Watching a sports game (3-4'GYM'3.2.1.2.1)
At this level, students will be able to:
Watch live sports games and performances;
Watch sports matches and shows on TV.
Level Three (5-6'GYM'3.2.1.3)
Understand the simple technical and tactical knowledge of the project and the competition rules
At this level, students will be able to:
Knowledge of basic technologies;
Knowledge of simple tactics;
Learn about the competition rules for the sport you are learning.
Watching sports games (5-6'GYM'3.2.1.3.1)
At this level, students will be able to:
Watch and discuss live sports games and performances;
Watch and discuss sports games and shows on TV.
Level Four (7-9'GYM'3.2.1.4)
Recognize the value of multiple sports
At this level, students will be able to:
Discuss the difference between competitive sports and fitness sports;
Recognize the value of various sports for physical health, mental health and social adaptation.
Pay attention to major sports events at home and abroad (7-9'GYM'3.2.1.4.1)
At this level, students will be able to:
Read newspaper and magazine reports on major sporting events;
Listen to or watch related sports programs;
Evaluate major sports events.
Level Five (10-12'GYM'3.2.1.5)
Learn about major sports events at home and abroad
At this level, students will be able to:
Have an understanding of a major sports event, such as bidding for the Olympic Games;
Write articles about major sporting events.
(2) Learning and applying motor skills (1-12'GYM'3.2.2)
[Horizontal target]
Level One (1-2'GYM'3.2.2.1)
Initial mastery of simple technical actions
At this level, students will be able to:
Make single moves in ball games, such as racketing, shooting and dribbling;
Make basic gymnastic moves;
Make single gymnastic moves, such as rolling, splitting, etc .;
Imitating simple dance or rhythmic movements;
Make simple movements in regional sports, such as walking in the water, floating in the water, walking on ice, etc.
Level 2 (3-4'GYM'3.2.2.2)
Will do simple combination actions
At this level, students will be able to:
Make simple combination moves in multiple ball sports;
Make simple combinations of gymnastics;
Make simple combinations of martial arts;
Make simple combination moves in dance or rhythmic activities;
Make simple combination moves in regional sports.
Level Three (5-6'GYM'3.2.2.3)
Basic grasp of basic sports skills
At this level, students will be able to:
Have a preliminary grasp of various movement skills in multiple ball games;
Master one or two sets of freehand or light equipment gymnastics;
Master a simple set of martial arts routines;
Have a preliminary grasp of a set of dance or rhythmic movements;
Master two or three track and field athletic skills;
Have a preliminary grasp of one or two regional sports events.
Level Four (7-9'GYM'3.2.2.4)
Develop sports skills and tactics
At this level, students will be able to:
Basically master the skills and tactics in one or two ball games;
Complete one or two sets of martial arts routines or practice;
Complete one or two sets of skills or gymnastic exercises;
Complete one or two sets of dance or aerobics;
Basically master several major athletics skills;
Basically master the skills of one or two regional sports events.
Level Five (10-12'GYM'3.2.2.5)
Improve the skills and tactics of one or two sports
Upon reaching one of these level objectives, students will be able to:
Be more proficient in the skills and tactics of one or two ball games;
Completion of one or two sets of martial arts routines or practice exercises with certain difficulties
Be more proficient in completing one or two sets of skills or gymnastic exercises;
Be more proficient in performing one or two dances or aerobics;
More proficient in one or two athletics skills;
More proficient in the skills of one or two regional sports events;
Learn one or two emerging sports, such as roller skating and rock climbing.
Enhance the use of technical tactics (10-12'GYM'3.2.2.5.1)
Upon reaching one of these level objectives, students will be able to:
Participate in various sports competitions in the class, such as ball games, track and field, swimming, etc .;
Create your own simple dance or aerobics.
Level Six (10-12X'GYM'3.2.2.6)
Organize and participate in small sports events
At this level, students will be able to:
Organize small sports competitions, such as individual competitions between classes;
Participate in sports competitions above the class, such as inter-grade, inter-school, and community games.
(3) Conducting sports activities safely (1-12'GYM'3.2.3)
[Horizontal target]
Level 2 (3-4'GYM'3.2.3.1)
Know how to avoid dangers during exercise
At this level, students will be able to:
Be aware of physical harm caused by irregular movements and games;
Know how to play and play in a safe environment;
Know the potential dangers such as water and ice and how to avoid them.
Level Three (5-6'GYM'3.2.3.2)
Name the dangers and avoidances that may be faced in different environments
At this level, students will be able to:
Understand safe exercise methods, such as wearing appropriate clothing for exercise, landing in the correct posture when jumping, and self-protection methods when falling;
Correctly deal with rough behaviors and dangers encountered in sports.
Level Four (7-9'GYM'3.2.3.3)
Pay attention to sports safety
At this level, students will be able to:
Distinguish and evaluate safe and unsafe movements;
Exercise in a safe way;
Avoid rough and reckless movements during exercise.
Level Five (10-12'GYM'3.2.3.4)
Master simple treatment methods in sports trauma and emergency situations
At this level, students will be able to:
Master the simple treatment methods for common sports injuries;
Understand and learn common lifesaving methods, such as artificial respiration.
Level Six (10-12X'GYM'3.2.3.5)
General ability to handle security issues
At this level, students will be able to:
Identify schools, homes, and communities
Relevant unsafe factors and suggestions for improvement;
Learn a self-defense technique.
(4) Acquiring basic skills for field activities (1-12'GYM'3.2.4)
[Horizontal target]
Level One (1-2'GYM'3.2.4.1)
Successfully complete collective field activities with guidance
At this level, students will be able to:
Understand general knowledge and methods for identifying directions in the wild;
Learn one or two common sports methods in the wild, such as swimming, cycling, skating, skiing, rowing, etc .;
Participate in organized outdoor activities such as camping, hiking, mountain climbing, travel, etc.
Level 2 (3-4'GYM'3.2.4.2)
Learn active skills and methods in field conditions
At this level, students will be able to:
Participate in larger organized field activities;
Develop field activities in small groups;
Use the knowledge and methods of survival in the wild, such as identifying directions, identifying maps, and asking for help.
Level Three (5-6'GYM'3.2.4.3)
Participate in challenging outdoor activities
At this level, students will be able to:
Develop field activities independently;
Participate in challenging outdoor activities, such as mountain climbing, camping, etc .;
Summarize experiences and lessons in field activities.
Study Area III Physical Health (1-12'GYM'3.3)
Adolescents are in the most vigorous period of growth and development. The physical condition of students during this period has an important impact on their healthy growth. Physical activity is an important means to promote students' physical development and health. Therefore, while guiding students to actively participate in physical activities and develop physical fitness, this learning area pays attention to make them understand the impact of nutrition, environment and bad behavior on physical health, and form health In order to effectively improve students 'physical health, this way can effectively improve students' physical health.
A student's physical fitness level is closely related to their physical condition, and good physical fitness is obtained through consistent exercise. Forming the correct body posture according to (1) of the sensitive period of student's physical development (1-12'GYM'3.3.1)
[Horizontal target]
Level One (1-2'GYM'3.3.1.1)
Pay attention to correct body posture
At this level, students will be able to:
Point out the difference between correct and incorrect body postures when sitting, standing, and walking;
State your feelings when you are in correct and incorrect body postures;
Try to correct incorrect body posture.
Level 2 (3-4'GYM'3.3.1.2)
Basically maintain correct body posture
At this level, students will be able to:
Basically correct body posture in daily study and life;
Maintain proper body posture during freehand exercises, queues, and more.
Level Three (5-6'GYM'3.3.1.3)
Ability to learn, exercise and live with the right body posture
At this level, students will be able to:
Maintain correct body posture in daily learning and life;
Maintain correct body posture during learning of gymnastics, dance or rhythmic activities;
Use proper physical activity to improve your posture under the guidance of others.
(2) Development of physical fitness (1-12'GYM'3.3.2)
[Horizontal target]
Level One (1-2'GYM'3.3.2.1)
Develop flexibility, responsiveness, sensitivity and coordination
At this level, students will be able to:
Learn the movements in real life, such as walking, running, jumping, climbing, etc.
Accompanied by the collective to complete all necessary exercises, such as queue exercises, broadcast exercises, etc .;
Perform various movement, dodging, emergency stop, jumping exercises in games or basic sports;
Perform various swing, throw, and turn exercises in throwing or ball games; engage in various dynamic exercises to develop flexibility.
Level 2 (3-4'GYM'3.3.2.2)
Develop agility, coordination and balance
At this level, students will be able to:
Develop the speed and sensitivity of movement through various games;
Develop jumping skills through a variety of exercises (such as various jumping games and skipping ropes);
Develop balance and coordination through a variety of exercises.
Level Three (5-6'GYM'3.3.2.3)
Development speed and balance ability
At this level, students will be able to:
Use equipment to do exercises to jump, drill, and bypass certain obstacles;
Engage in various head-to-head relay exercises;
Practice various balancing exercises; perform various rhythmic exercises.
Level Four (7-9'GYM'3.3.2.4)
Speed of development, aerobic endurance, and sensitivity
At this level, students will be able to:
Develop displacement speed through various exercises (such as short distance running and repeated running, etc.);
Develop aerobic endurance through a variety of exercises (such as time running, distance running, skipping, etc.);
Develop reaction speed and sensitivity through a variety of exercises, such as ball games.
Level Five (10-12'GYM'3.3.2.5)
Develop muscle strength and endurance
At this level, students will be able to:
Develop upper and lower limb muscle strength and endurance through a variety of exercises;
Develop waist and abdominal muscle strength and endurance through various exercises.
Level Six (10-12X'GYM'3.3.2.6)
Development of health-related fitness
At this level, students will be able to:
Improve cardiopulmonary function and aerobic endurance through various exercises;
Develop muscle strength and endurance through various exercises;
Develop flexibility through multiple exercises;
Control weight with a variety of exercises.
(3) Awareness of concern for body and health (1-12'GYM'3.3.3)
[Horizontal target]
Level One (1-2'GYM'3.3.3.1)
Know the names of the main parts of the body and the changes in your body
At this level, students will be able to:
Know the names of the main parts of the body;
Distinguish left, right, back, up and down positions;
Measure and record your height and weight changes regularly.
Level 2 (3-4'GYM'3.3.3.2)
Describe physical characteristics
At this level, students will be able to:
State the functions of the main parts of the body;
Describe one's physical characteristics;
Compare your physical characteristics with your peers.
Level Three (5-6'GYM'3.3.3.3)
Learn about adolescent health care
At this level, students will be able to:
Know the changes in physical characteristics of adolescent boys and girls and treat the appearance of secondary sexual characteristics correctly;
Pay attention to adolescent health, such as girls paying attention to breast hygiene and menstrual hygiene, and boys treating masturbation and seminal emission properly;
A preliminary understanding of the changes in physical fitness of adolescent men and women;
Learn about menstrual scientific exercise.
Level Four (7-9'GYM'3.3.3.4)
Understand the effects of physical exercise on body shape and function
At this level, students will be able to:
Recognize and understand the impact of physical exercise on body shape development;
Recognize and understand the impact of physical exercise on physical development;
According to your own physiological characteristics, understand the matters needing attention in sports activities.
Level Five (10-12'GYM'3.3.3.5)
Understand the meaning and role of physical health in learning and life
At this level, students will be able to:
Recognize that physical activity is an active means and method for preventing and treating modern lifestyle diseases (such as cardiovascular diseases);
Understand the importance of physical health in learning and life, and establish a good sense of health.
When knowledge of sexually transmitted diseases and other related knowledge reaches this level of goal, students will be able to:
Understanding of STD transmission and prevention;
Learn about HIV transmission and prevention.
Level Six (10-12X'GYM'3.3.3.5)
Understand the similarities and differences between traditional Chinese health care methods and modern physical exercise methods
At this level, students will be able to:
Compare traditional Chinese health care methods with modern physical exercise methods;
Learn one or two traditional Chinese health care methods.
(4) Understand the impact of nutrition, environment and bad behavior on physical health (1-12'GYM'3.3.4)
[Horizontal target]
Level One (1-2'GYM'3.3.4.1)
Understanding the relationship between nutrition and health
Know the nutritional value of main foods (such as vegetables, fruits, etc.).
Understanding common sense in nutrition and health when engaged in physical activity When reaching this level of goal, students will be able to:
Know that participating in sports activities should be supplemented with appropriate nutrients;
Level 2 (3-4'GYM'3.3.4.2)
Preliminary learning to choose healthy foods
Initially learn to choose healthy foods;
Initially learn to choose healthy and nutritious foods suitable for sports needs.
Know the impact of lifestyle on health (3-4'GYM'3.3.4.2.1)
At this level, students will be able to:
Know the effect of diet and physical exercise on weight control;
Recognize the dangers of smoking, alcohol and drug use.
Level Three (5-6'GYM'3.3.4.3)
Form a good lifestyle
At this level, students will be able to:
Pay attention to reasonable nutrition;
Exercise regularly
Develop good sleeping and rest habits, such as going to bed early and getting up early, and arrange study and rest time;
Consciously do not smoke, drink and stay away from drugs.
Understand the impact of the environment on health and the requirements of sports on environmental hygiene
At this level, students will be able to:
Understand the relationship between environmental factors and exercise and health;
Avoid exercise in unhealthy environments (such as fog, dust, noise, etc.).
Learning Area 4 Mental Health (1-12'GYM'3.4)
Physical activity not only contributes to physical health, but also improves mental health. This course places great emphasis on improving students' self-confidence, willpower, and ability to regulate emotions through physical activities. In teaching, we must prevent the emphasis on the transfer of motor skills while ignoring the achievement of mental health goals; we must strive to enable students to master both basic motor skills and develop psychological qualities during physical activities; we must pay attention to creating some special scenarios Take some special measures to promote the improvement of students' mental health.
At the compulsory education stage, students should be focused on understanding and experiencing the impact of physical activity on their mental state; in high school, they should be focused on enabling students to use physical activity methods to improve their mental state.
(I) Understand the effect of physical activity on mental health and the relationship between physical and mental development (1-12'GYM'3.4.1)
[Horizontal target]
Level One (1-2'GYM'3.4.1.1)
Experience psychological feelings in sports activities
At this level, students will be able to:
Experience the psychological feelings of participating in different sports, such as tension and excitement;
Experience the psychological feeling of physical fatigue during physical activity.
Level 2 (3-4'GYM'3.4.1.2)
Experience the psychological feelings when your physical health changes
At this level, students will be able to:
Experience different performances of attention and memory when changes in physical health;
Experience different expressions of emotions when changes in physical health;
Experience different expressions of will when your body is changing.
Level Three (5-6'GYM'3.4.1.3)
Understanding the effects of mental health on physical health
At this level, students will be able to:
Understand the relationship between mind and body;
Understand the impact of mental state on physical health;
Understand the impact of exercise pleasure on people's adherence to physical exercise.
Level Four (7-9'GYM'3.4.1.4)
Consciously improve mental state through physical activity
At this level, students will be able to:
Perform physical activities when you are stressed or worried about your studies;
Choose to participate in sports activities that will help you enjoy your sport;
Choose to participate in sports activities that are conducive to interpersonal communication.

Standard Music Course

Foreword
Since the founding of the People's Republic of China, great achievements have been made in the development of music education in elementary and middle schools in China. Especially in recent years, aesthetic education has been listed as one of the educational policies. The music education industry has developed rapidly, the teaching staff has been expanding, the reserve force has increased, and the level has been greatly improved. The music education research has made great progress and has achieved many outstanding achievements. Achievements; With the increasing number of international music education exchange activities, some foreign music education ideas and teaching systems available for reference have been systematically introduced and introduced; teaching methods are gradually being improved and improved. All these have laid a good foundation for the continued development of Chinese music education. However, under the new historical conditions, the existing concepts, content, methods, means and evaluation system of music education can no longer meet the requirements of the development of quality education. This situation affects the effective display of the aesthetic function of music education and restricts the development of music education in China's primary and secondary schools. Therefore, music education reform is imperative.
The formulation of the "Full-time Compulsory Education Music Curriculum Standard (Experimental Draft)" (hereinafter referred to as the "Standard") is an important part of the music education reform. The "Standard" strives to reflect the basic spirit of deepening education reform, comprehensively promoting quality education, embodying the aesthetic experience of music as the core, making learning content lively, interesting, colorful, with a distinctive sense of the times and nationality, and guiding students to actively participate in music practice. Respect the individual's different music experiences and learning methods, in order to improve students 'aesthetic ability, develop students' creative thinking, form a good humanistic literacy, and lay a good foundation for students to love music, study music, and enjoy music for life.
Course targets
First, the overall goal
The setting of music course goals is based on the realization of the value of music courses. Through teaching and various lively music practice activities, cultivate students' musical tastes, develop music sensation and appreciation ability, performance ability and creative ability, improve music cultural literacy, enrich emotional experience, and cultivate noble sentiment. The above curriculum objectives are contained in the following three levels of expression.
(A) emotional attitudes and values
Enrich the emotional experience and cultivate a positive optimistic attitude towards life. Through music learning, the emotional world of students is infected and smoothed. In the subtle way, the affection for loved ones, others, human beings, and all beautiful things is established. Develop a positive attitude towards life and yearning and pursuit for a better future.
Cultivate music interest and establish a desire for lifelong learning
Through various effective ways and methods to guide students into music, love music in the process of personally participating in music activities, master the basic knowledge and preliminary skills of music, gradually develop good habits of appreciation of music, and lay the foundation for lifelong love of music.
Improve the aesthetic ability of music, cultivate noble sentiments
Through the feeling and understanding of the mood, style, ideological tendency, and human connotation of musical works, cultivate the ability of music appreciation and evaluation, develop a healthy and aesthetic taste, and enable students to be nourished by the noble sentiment in the world of true, kind, and beautiful music.
Cultivate the spirit of patriotism and collectivism
Cultivate students 'patriotism through praise and praise of the motherland's mountains, rivers, people, history, culture and social development in music works; in the music practice activities, cultivate students' good behavior habits and tolerance, understand each other, A sense of co-operation and a spirit of collectivism.
Respect art and understand multiculturalism
Respect the artist's creative labor, respect works of art, and develop a good habit of appreciating art. By studying works from different countries, different nationalities, and different times, perceiving national styles and emotions in music, understanding the music traditions of different nationalities, and loving the music of the Chinese nation and other nations in the world.
(Two) process and method
Experience
Promote a complete and full listening to music works, so that students can get pleasant feelings and experiences in the process of music aesthetics; inspire students to fully develop their imagination in a state of positive experience; protect and encourage students' independent opinions in the music experience.
imitation
According to the physical and mental characteristics of middle and lower grade students, starting from the basic elements of music, through imitation, accumulating perceptual experience, laying a foundation for the further development of musical performance and creative ability.
Inquiry
By providing open and interesting music learning scenarios, it stimulates students 'curiosity and desire to explore music, guides students to explore and create activities with impromptu free play as the main characteristics, and attaches importance to the process of exploring students' creative thinking.
Cooperation
Make full use of the collective performance form and practical process of music and art, and cultivate students' good sense of cooperation and coordination in the group.
General
Effectively infiltrate and apply other artistic expressions to music teaching, and help students understand the meaning of music and its value in human art activities more intuitively through comprehensive artistic practice with music as the main line.
(Three) knowledge and skills
Music basics
Learn and understand the basic elements of music (such as strength, speed, timbre, rhythm, melody, harmony, etc.), basic structures of music (melody), and musical genre forms, and effectively promote the formation and development of students' musical aesthetic ability .
Music Basic Skills
Cultivate students to sing confidently, naturally, and expressively; learn the basic skills of singing and playing; read music scores based on musical auditory perception, and use music scores in music performance activities.
Music creation and historical background
Express your emotions in a free and impromptu way, and learn simple knowledge and skills in music creation. By understanding the composer's life and the subject matter, genre, and style of his works, he can understand the brief history of Chinese and foreign music development, initially identify the music of different times and different nationalities, and deepen his understanding and understanding of Chinese national music.
Music and related culture
Recognize the connection between music and sister art, perceive the main expressions and art form characteristics of different art categories, and understand the connection between music and other disciplines other than art. To understand the social functions of music and the relationship between music and social life according to your own life experience and the knowledge you have learned.
Section goals
The above-mentioned course objectives will be divided into 3 semesters, which will be reflected in the 9 school years of the compulsory education stage. The main objectives of the segmentation are as follows:
(A) Grades 1 to 2
Full attention should be paid to the mentality of the students in this semester. They are curious, active, and imitative. They are good at using children's natural voices and dexterous shapes. They use a combination of songs, dances, pictures, and games. For intuitive teaching. The material for listening to music should be short, interesting and vivid.
Stimulate and develop students' interest in music.
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The evaluations of managers and courses mainly include: school leaders' awareness and importance of music education functions, the school's artistic atmosphere, the establishment of music lessons, the provision of music teachers and music teaching facilities, and the development of extracurricular music activities. Periodically evaluate and analyze the implementation of the Standards and the problems that have occurred, summarize them in a timely manner, continuously adjust and improve them, and promote the construction and development of the curriculum.
(Three) evaluation methods and methods
Combining formative evaluation with summative evaluation
The practical process of music teaching is an important aspect of evaluation, and it should be given full attention, which is often carried out in the teaching process. It can be carried out by observation, conversation, questioning, discussion, soloing.
Combining qualitative review with quantitative assessment
In music teaching activities, students' musical interests, hobbies, emotional responses, participation attitudes, communication and cooperation, and knowledge and skills can be evaluated qualitatively with more accurate and vivid text, or according to needs and feasibility. Quantitative evaluation. No matter which method is used, pay attention to science.
Combining self-evaluation, mutual evaluation and other evaluations
Self-evaluation can be used to evaluate students and teachers. Descriptive and encouraging evaluations are the main methods. Due to the obvious differences among students in music learning, the emphasis of student evaluation should be on the vertical comparison of self-development.
The "class concert" can fully reflect the democratic nature of evaluation and create a harmonious and united evaluation atmosphere. Through class concerts or other activities, displaying teachers and students' music works, music commentaries, performance photos, audio recordings, etc., to achieve the purpose of mutual communication and motivation, is a lively evaluation method.
Self-evaluation by students and teachers, mutual evaluation between teachers and students, and teachers, evaluation of teachers by schools and higher authorities, evaluation of parents by teachers, and evaluation of school music teaching work and music courses by teachers and students, They are all important evaluation methods. They can obtain information for improving music teaching through multiple channels, adjust and improve teaching in time, and improve the quality of music teaching. However, there should not be too many evaluation activities. Simplify the evaluation process as much as possible to prevent it from being too formal.

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