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| 辨误与厘正:体育素养、体育学科核心素养在我国学校体育的引入与应用审视 | |
| 引用本文： | 肖紫仪,熊文,王辉.辨误与厘正:体育素养、体育学科核心素养在我国学校体育的引入与应用审视[J].武汉体育学院学报,2022,56(6):93-100. |
| 作者姓名： | 肖紫仪 熊文 王辉 |
| 作者单位： | 1.华东师范大学 体育与健康学院,上海 200241 2.新疆师范大学 体育学院,新疆 乌鲁木齐 830054 |
| 基金项目： | 国家社会科学基金重点项目“运动训练学学科体系构建研究”(19ATY003)； |
| 摘 要： | 当前体育素养、体育学科核心素养在我国学校体育领域被大力引入并应用,然而相关理论及实践问题也逐渐显现,可能造成我国学校体育乃至学校教育的导向偏差与效用褊狭。基于此,通过文献考证、学理思辨和价值分析,围绕体育素养和体育学科核心素养的概念特性,以及学校体育的内在规定,厘清我国学校体育对两大素养的认知误区和不当纳入,以期为我国学校体育对相关素养的合理定位提供理论参照。认为:(1)当下体育素养内涵难以适用于我国学校体育多元价值语境。体育素养仅涵盖规律-理性-科学知识而缺乏经验-感性-人文知识,且其中的道德相关素养与体育缺乏直接关联,因而相关人文-精神取向存在形式化、泛社会化的弊端;体育素养以运动-生物取向为主导,强调体育的自然属性而忽视人文育化功能。(2)我国学校体育对体育学科核心素养存在错读与误用。国外体育学科核心素养游移于体育学科而承接学校教育的整体目标,其本质是以体育教学形式培养社会生活素养内容,且具有跨学科内涵,这区别于我国“体育学科的核心素养”;国内外对体育课与健康教育课的侧重不一,而我国体育学科核心素养却在某种程度上套用国外体育学科核心素养,过于凸显非体育的一般性健康要素。针对以上问题,提出了若干反思与应对。 |
| 关 键 词： | 体育素养 体育学科核心素养 我国学校体育 人文-精神取向 运动-生物取向 |
| 收稿时间： | 2022-03-19 |
Distinguishment and Correction: Inspection of Introduction and Application of Physical Literacy and Key Competencies in School P.E. in China |
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| XIAO Ziyi,XIONG Wen,WANG Hui.Distinguishment and Correction: Inspection of Introduction and Application of Physical Literacy and Key Competencies in School P.E. in China[J].Journal of Wuhan Institute of Physical Education,2022,56(6):93-100. | |
| Authors: | XIAO Ziyi XIONG Wen WANG Hui |
| Institution: | 1. School of P.E. & Health, East China Normal Univ., Shanghai 200241, China 2. School of P.E., Xinjiang Normal Univ., Urumqi 830054, China |
| Abstract: | At present, Physical Literacy(PL) and Key Competencies of Physical Education(KCPE)have been introduced and applied in the field of school P.E. in China. However, the theoretical and practical predicaments appeared, which may cause the orientation deviation and effectiveness reduction of school P.E. and school education. Through literature research, academic reasoning and value analysis, misunderstanding of PL and KCPE were clarified on the basis of PL and KCPE in order to provide theoretical references. It could be seen that the contemporary PL could hardly be applied to the multiple value contexts of school P.E. PL only contained the regular-rational-scientific knowledge, but lacked experiential-perceptual-humanistic knowledge. Its morality-related literacy was not directly related to P.E. so that the humanistic-spiritual orientation of PL turned into formalization and pan-socialization. PL was dominated by the sportive-biological orientation, it emphasized the natural attributes of P.E. so that the humanistic values of school P.E. were ignored. There were misinterpretations and misuses of the concept of KCPE in school P.E. KCPE abroad was not closely connected to P.E. and focused on the overall goals of school education, its essence was to cultivate competencies of social livelihood in the form of P.E. and had interdisciplinary meanings, which differed from KCPE in China. The emphases of P.E. and health curricular were different at home and abroad. KCPE in China copied KCPE abroad in a sense and over-highlighted the general health elements non-related to physical education. In view of the above, countermeasures were proposed. |
| Keywords: | PL KCPE school P E in China focus on humanity and spirit focus on exercise and biology |
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