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Application of Role Playing Method in Physical Education Teaching in Colleges and Universities
| Content Provider | Semantic Scholar |
|---|---|
| Author | Tong, Y. |
| Copyright Year | 2018 |
| Abstract | With the deepening of teaching reform, various new teaching ideas and teaching modes have been spawned in our country. Physical education curriculum, as an important part of school education in China, has undergone many rounds of reforms. By combing the reform of school sports in our country, it is not difficult to find that the reform of school physical education curriculum is the key to the reform of the whole school sports. As an important part of school physical education curriculum reform, teaching method reform has always been the focus of reform and innovation in school sports field. The role playing method has made some progress in the teaching of some disciplines. Although the research in the field of physical education is not large and systematic, it shows the advantages and strengths of role playing. In order to better introduce the teaching method of role playing into the physical education process of Chinese universities, we must strengthen the research of the theory and practice of the role playing method. Introduction As for the definition and description of the specific nouns of “role play”, educational experts and scholars both at home and abroad embark from their research and have produced many representative views in combination with the actual situation in their respective fields. J. C. Richards regards role playing as a class activity similar to a theatrical performance. In the activity, a student acts as a different role in a situation and performs a typical event in that scene. Paulston and Bruder believe that in such activities, a fictional role is assigned to students, and they improvise the behavior that is consistent with other characters’ personalities. This seems to be the impromptu play with high value, and does not focus on the process of imitation to freedom. Chinese scholar Gao Fan believe that role playing is a kind of classroom activity that simulates real sports situations. Wang Huaizhen believes that role playing is a teaching activity simulating real situations. Students play different roles in activities, and express what may happen in that scenario by language and action. Xiao Weina believes that role playing is the teacher’s role in the group, setting the scene, making them personally on the scene and speaking as a role. Zhu Jingxian believe that role playing is a skill of applying role playing, a way to explore interpersonal relationship through the way of playing problem scenarios and discussing. Functions and Principles of Role Playing The main manifestation of the role playing method in physical education is to take the whole sports learning process as a platform for sports performance. According to their own characteristics, interests and teaching needs, students play different roles in sports learning activities, and turn PE learning into a comprehensive activity focusing on performance. We should weaken teachers’ role commitment in student sports learning process, highlight students’ subjectivity and initiative, and unite and cooperation ability, so that students can learn sports knowledge and skills in a relatively relaxed and independent environment. The main functions of the role playing method in physical education include two aspects, one is the function of evaluation, and the other is the function of training. In the course of teaching physical education by role playing, the following basic principles |
| File Format | PDF HTM / HTML |
| DOI | 10.12783/dtssehs/icss2017/19436 |
| Alternate Webpage(s) | http://dpi-proceedings.com/index.php/dtssehs/article/viewFile/19436/18927 |
| Alternate Webpage(s) | https://doi.org/10.12783/dtssehs%2Ficss2017%2F19436 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
