摘要
采用文献资料、逻辑分析等方法,对不同时期奥林匹克运动的教育思想进行归纳与分析。研究表明:奥林匹克运动始终坚持奥林匹克主义的教育价值,在不同历史阶段有不同的思想特征。顾拜旦提出了现代奥林匹克主义,倡导国际体育运动的教育价值;布伦戴奇坚持"业余性"是奥林匹克教育的基本条件,注重运动员的全面发展;萨马兰奇注重体育与文化的结合,强调人与自然的和谐发展;罗格推出"更人性"的教育理念,注重全球青年的健康生活方式;巴赫更加关注体育的教育价值在全球范围内的推广。当代奥林匹克运动的教育思想内容更加的多元化,它正朝着以人为本、可持续发展等具有当代人文精神的方向发展。
Using literature review,logical analysis,this paper summarizes and analyzes the Olympic educational thoughts in different periods. The results show that,the Olympic Games always adhere to the educational values of Olympism,and have different contents and characteristics in different periods. Coubertin proposed the Olympism and advocated the educational values of sports games; Brundage insisted that＂amateur＂is one of the basic foundations of Olympic education,and he also emphasized the all- round development of athletes; Samaranch emphasized the combination of sports and culture and the harmonious development of man and nature;Rogge developed an educational idea of becoming more humane,and paid attention to the healthy lifestyle of global youth; Bach focused on promoting the values of sports all over the world. The educational thoughts of the contemporary Olympic Games are more diversified,and advancing towards the direction of lifting humanistic spirits,such as putting people first and sustainable development.
出处
《成都体育学院学报》
CSSCI
北大核心
2016年第2期27-31,共5页
Journal of Chengdu Sport University
基金
2013年度教育部人文社会科学研究一般项目(13YJA890031)
关键词
奥林匹克运动
教育思想
阶段
特征
发展
Olympic Games
Educational Thoughts
Stages
Characteristics
Development
