Teaching Theory of Physical Education

Author: Mao Zhenming, Editor-in-Chief
Publisher:
Publishing Date: 2005-07-01
Features: The features of this textbook are as follows:
1. Preliminarily constructs the framework and content of the theory of physical education teaching.
The principle set for the writing work is the "principle of disciplinary nature," internally referred to by the writing team as "abandoning and adopting the general principles of teaching theory." This is aimed at addressing the past issues of the theory of physical education teaching blindly copying the framework and content of general teaching theory, lacking a sense of sports, and lacking practicality. In terms of the framework, it is "designed to serve the overall and clear description and elaboration of physical education teaching phenomena." In terms of content, it is to "elaborate on physical education" rather than "elaborate on education," avoiding the use of the narrative and writing style of general teaching theory to fit the theory of physical education teaching.
2. Strives to construct a structured "theory."
The second principle set for the writing work is the "principle of theoretical nature," internally referred to by the writing team as the "principle of constructing 'theory' anding 'sayings.'" It aims to reveal the underlying laws of physical education teaching phenomena through structural explanations such as "structure," "relationships," "analogies with related things," "hierarchy," and "importance." It strives to avoid staying at the level of describing a single event or "sayings."
3. Enhances the practicality and practicality of the textbook.
The third principle set for the writing work is the "principle of practicality," internally referred to by the writing team as the "principle of serving the frontline of physical education." When selecting and omitting content, it is necessary to consider "what use will physical education students and frontline physical education teachers have from learning this content," or to ask in reverse: "Will there be a significant impact if physical education students and frontline physical education teachers do not learn this content?" Based on this judgment, the selection of content is decided. More content is written related to students' teaching skills, and content that is irrelevant to the improvement of students' teaching skills, purely for the sake of "completeness" and "convention," is omitted if possible.
4. Enhances the scientific nature of the content.
The fourth principle set for the writing work is the "principle of scientific nature," internally referred to as the "principle of seeking truth." It is necessary to completely discard those fabricated sayings, exaggerated claims, claims without practical significance, and overly common-sense claims, and to abandon them.
5. Adds both positive and negative cases, enhancing the operability of teaching theory.
The fifth principle set for the writing work is the "principle of operability," internally referred to as the "principle of having both 'should' and 'should not' explained." When elaborating on methods and introducing cases, the focus is primarily on the positive, but it also explains "what should not be done" and introduces negative cases to more clearly elaborate on issues, enhance the guiding significance of the theory, and improve the operability of the methods.