1 前言
1.1 选题背景
1.1.1 政策导向趋于发展学生核心素养
1.1.2 培养学生核心素养促使课后服务工作迅速发展
1.1.3 国家愈加重视体育课后服务发展
1.1.4 构建课后服务篮球教学评价指标体系将促使学生核心素养的发展
1.2 研究目的
1.3 研究意义
1.3.1 理论意义
1.3.2 实践意义
2 文献综述
2.1 相关概念界定
2.1.1 核心素养
2.1.2 课后服务
2.1.3 体育课后服务
2.1.4 评价指标体系
2.2 国内外研究现状
2.2.1 核心素养相关研究
2.2.2 核心素养体系相关研究
2.2.3 体育学科核心素养的研究
2.2.4 课后服务相关研究
2.2.5 体育课后服务相关研究
2.2.6 体育教学评价理论体系相关研究
2.2.7 研究述评
3 研究对象与方法及技术路线
3.1 研究对象
3.2 研究方法
3.2.1 文献资料法
3.2.2 德尔菲法
3.2.3 层次分析法
3.2.4 数理统计法
3.3 研究思路与技术路线
4 研究结果与分析讨论
4.1 基于核心素养的广州市小学课后服务篮球教学评价指标体系的构建
4.1.1 理论依据
4.1.2 评价体系制定原则
4.1.3 政策依据
4.1.4 评价指标初选
4.1.5 指标筛选情况分析
4.1.6 基于核心素养的广州市小学课后服务篮球教学评价指标体系的确立
4.2 基于核心素养的广州市小学课后服务篮球教学评价指标体系权重确定
4.2.1 权重计算方法的选择
4.2.2 层次分析法的概述
4.2.3 层次分析法确定基于核心素养下广州市小学课后服务篮球教学评价指标体系权重
4.2.4 基于核心素养的广州市小学课后服务篮球教学评价指标体系权重的最终确立
4.3基于核心素养的广州市小学课后服务篮球教学评价指标量表的建立与实证研究
4.3.1 基于核心素养的广州市小学课后服务篮球教学评价指标量表的建立
4.3.2 基于核心素养的广州市小学课后服务篮球教学评价实证研究
5 结论与建议
5.1 研究结论
5.2 研究建议
6 研究不足与展望
6.1 研究不足
6.2 研究展望
7 致谢
8 参考文献
附录A
附录B
附录C
附录D
附录E
附录F
个人简历 在读期间发表的学术论文与研究成果

2022年4月，教育部发布了新修订的《义务教育体育和健康标准（2022年版）》指出“各课程标准根据‘核心素养’发展水平，结合课程内容，整体刻画各学段学生学业成就的具体表现特征，形成学业质量标准，引导和帮助教师把握教学深度与广度，为教材编写、教学实施和考试评价等提供参考依据”。因而，基础教育改革以确立“核心素养”为核心的目标就更为明确，所有的课程改革工作均须紧密围绕此核心目标展开。国家愈加重视体育课后服务发展，2022年7月，国家体育总局、教育部等多部门联合印发了《关于提升学校体育课后服务水平 促进中小学生健康成长的通知》，并指出“将增强青少年身体素质作为重要工作内容，并着力培养学生体育兴趣和运动技能，帮助学生养成锻炼习惯，提升体育运动技能水平，积极发挥以赛促练作用，培养学生核心素养”。教学评价可以明确学校的办学导向，指明教育发展的方向。因此，构建科学、合理基于核心素养的课后服务教学评价体系将有利于促使核心素养地落实。
本文通过文献资料法、德尔菲法等方法，构建基于核心素养的小学课后服务篮球教学评价指标体系并进行实证研究，旨在一方面促使学生核心素养发展，另一方面提高基于核心素养的小学课后服务篮球教学质量。具体研究结论如下：
（1）构建了基于核心素养的广州市小学课后服务篮球教学评价指标体系，其中有3个一级指标包括“教学准备”等；13个二级指标包括：“课堂热身活动”等以及41个三级指标包括：“知识技术的掌握”等。
（2）运用“层次分析法”计算基于核心素养的广州市小学课后服务篮球教学评价指标体系中各指标的权重，其中，一指指标教学准备权重为0.196、教学过程权重为0.313、教学效果权重为0.493，教学效果一级指标权重系数最高。
（3）本文经合理设计和实证研究，构建出了基于核心素养的广州市小学课后服务篮球教学评价量表，并通过实际应用和数据分析，结果显示该指标体系对于课堂教学具有积极的导向作用，能够促进教学质量的提升和学生核心素养的发展。

In April 2022, the Ministry of Education released an updated version of the National Standards for Physical Education and Health Education for Primary and Secondary Education (2022 Edition). This document states that "each curriculum standard is based on the development of core competencies, combined with the specific content of the course, to provide a detailed description of the characteristics of academic achievement for students at different stages of their education. This is done in order to establish quality standards for education, guiding educators in determining the appropriate depth and breadth of their teaching, as well as providing a reference point for the development of educational materials, teaching methods, and assessment practices." Therefore, the reform of primary and secondary education is focused on establishing "core competencies" as its primary objective, with all curriculum reform activities aligning with this central goal. Additionally, there is a growing emphasis on the development of after-school sports programs, as evidenced by the joint publication in July 2022 by the General Administration of Sport and the Ministry of Education of the document "On the Improvement of School Sports After-School Services."The notice, entitled 'Promoting the Healthy Development of Schoolchildren', highlights the importance of enhancing the physical fitness of young people, fostering their interest in sports and developing their sporting abilities. It also emphasises the necessity of encouraging students to adopt regular exercise habits and to enhance their athletic abilities. Furthermore, it advocates the use of competitive sports as a means of fostering core competencies.
The evaluation of educational institutions can serve as a means of determining their direction and future development. Consequently, the establishment of a scientific and rational system for evaluating the effectiveness of afterschool sports programmes based on core competencies would be beneficial in ensuring the implementation of these competencies.
This study presents an evaluation index system and empirical research on after-school basketball teaching services in Guangzhou elementary schools based on core literacy. The methods used include literature review, Delphi method, and hierarchical analysis. The aim is to promote the implementation of students' core literacy and provide an evaluation tool for after-school basketball teaching services in elementary schools based on core literacy. The study's conclusions are as follows:
(1) A literacy-based evaluation index system for basketball teaching in primary after-school services in Guangzhou was developed. The system includes three primary indicators, such as 'teaching preparation', 13 secondary indicators, such as 'classroom warm-up activities', and 41 tertiary indicators, such as 'mastery of knowledge and technology'. (2) Hierarchical analysis was used to determine the level of knowledge and skills acquired by the students.
(2) Hierarchical analysis was used to determine the weights of the indicators in the evaluation index system for after-school basketball teaching in Guangzhou elementary schools based on core literacy. The weight of the teaching preparation index is 0.196, the weight of the teaching process is 0.313, and the weight of the teaching effect is 0.493. The weight coefficient of the first-level index of teaching effect is the highest.
(3) This paper presents a core literacy-based evaluation scale for elementary school after-school service basketball teaching in Guangzhou. The index system has been developed through rational design and empirical research. Practical application and data analysis have shown that it has a positive guiding effect on classroom teaching, effectively promoting the improvement of teaching quality and the development of students' core literacy.