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1983年6月和1984年4月10日,苏联共产党第二十六次代表大会苏共中央主席团的决议以及1984的4月12日苏联最高苏维埃4月会议决议《普通教育和职业教育学校改革的基本方向》都指出,把苏联人的教育问题变为现实的前提是必须深入地分析苏联体育,首先是作为形成机体和个性全面发展的实质性知识部分的体育教育和运动训练的基础理论方法。在最近一个时期内,研究运动程序的社会意义的资料,人的行为和生命活动、心理和生物规律的资料都使体育运动的基础理论方法丰富起来。随着这些资料的积累,有必要弄清个性教育的特殊性、明确研究提高从事体育训练人员运动能力的组织工作和方法的一般科学和个别理论的相互关系。到目前,在体育运动方面,有关奥林匹克(国际的)、军事技术和国家运动项目(其中特别重视包括在奥林匹克竞赛计划中的那些项目)的训练程序和比赛活动的特点,形成了三部分理论方法知识。但是,把运动分为三大部分既是正确的历史的社会事实,同时又是有条件的。这种划分的程式化和运动项目分组缺少普遍采用的系统化,包括体育教育和运动训练、形成和发展作为社会现象的运动活动的共同理论的个别问题的研
June 1983 and April 10, 1984, the resolution of the Presidium of the CPSU Central Committee of the Twenty-sixth Congress of the Communist Party of the Soviet Union and the resolution of the April Soviet Union Supreme Council on April 12, 1984, “Reform of General Education and Vocational Education School Basic directions ”all pointed out that the prerequisite for turning the education of the Soviet Union into reality is that it is necessary to thoroughly analyze the sport of the Soviet Union, first of all as the basic theoretical method of physical education and sports training that forms the substantive part of knowledge in the all-round development of the organism and personality. In the recent period, the study of the social significance of sports procedures, human behavior and life activities, psychological and biological laws of the information are rich in basic theory of sports methods. With the accumulation of these materials, it is necessary to understand the particularity of individuality education and to clearly study the interrelationship between general science and individual theories that improve the organizational work and methods of exercising athletic trainers. Up to now, with regard to sports, training programs and competition activities relating to the Olympic (International), Military Technology and National Sports Programs (with particular emphasis on those included in Olympic competition programs) have formed a three-part theoretical approach know how. However, dividing the movement into three major parts is both a historical social fact and a conditional one. This division of stylized and sporting projects lacks the systematic use of systematic approaches that include physical education and exercise training, and the development and development of a common theory of athletic activity as a social phenomenon.