体育教育国家级特色专业建设理论与建设实践分析

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1、目录1.前言·····························································································11.1问题的提出··················································································11.2研究的目的及意义·······························································

2、···········22.文献综述·····················································································22.1特色专业研究现状··········································································22.2体育教育特色专业研究现状····························································

3、···73.研究对象与方法··········································································83.1研究对象·····················································································83.2研究方法·············································································

4、········93.2.1文献资料法··············································································93.2.2问卷调查法··············································································93.2.3数理统计法····································································

5、··········93.2.4专家访谈法··············································································94.研究结果与分析··········································································94.1体育教育特色专业建设的理论基础······················································104.1.1专业

6、的内涵············································································104.1.2专业与学科的辨析····································································104.1.2.1专业与学科的区别·······························································114.1.2.2专业与学科的联系······

7、·························································114.1.3专业与课程的辨析····································································124.1.3.1专业与课程的区别·······························································124.1.3.2专业与课程的联系····························

8、···································134.1.4专业与岗位的辨析····································································134.1.4.1专业与岗位的区别··········