加德纳教育理论中关于学校体育的观点及其对我国学校体育发展的启示  

Gardiner's education theory and its inspirations to school physical education re- form and development in China

作　　者：李启迪[1] 邵伟德[1] 王健[2] 

机构地区：[1]浙江师范大学学校体育研究所,浙江金华321004 [2]华中师范大学体育学院,湖北武汉430079

出　　处：《体育学刊》2013年第6期70-73,共4页Journal of Physical Education

基　　金：国家社会科学基金项目(12BTY031);国家社会科学基金重大招标项目(11&ZD150)

摘　　要：加德纳教育理论的主线是"个体智力多元论",学校体育观的核心是"身体动觉智能发展论"。"身体动觉智能"既是学校体育发展的重要智能,又是一种学生综合智能。"身体动觉智能"的核心是学生的模仿能力,掌握它需要十分努力的身体实践。体育教学过程还与学生的视觉-空间智能、交往-交流智能密切相关。加德纳教育理论对中国学校体育发展的启示:身体动觉智力既是学校体育发展的目标,也是学生多元综合智力目标中的一个重要智力;体育教学应以发展学生的身体动觉为主体,同时发展学生的视觉空间、自知自省和交往交流等多种智能;每一个学生的身体素质和运动基础不同,体育教学应实施差异性教学,发挥每一个学生的特长,并与多元评价对接。The mainline of Gardiner＇s education theory is ＂individual intelligence pluralism＂, while the core of school physical education view is ＂body kinesthetic intelligence development theory＂; ＂body kinesthetic intelli-gence＂ is important intelligence for school physical education development, also a sort of student＇s comprehensive intelligence; its core is student＇s imitation ability, its mastery requires very hard physical practice. Physical educa- tion teaching process is also closely related to student＇s vision-space intelligence and communication-interaction in-telligence. Gardiner＇s education theory has the following inspirations to school physical education in China： ＂body kinesthetic intelligence＂ has earned a place for school physical education; basing its subject on body kinesthesia, physical education teaching expands various sorts of intelligence such as visual space intelligence, self-perception and self-examination intelligence, communication and interaction intelligence etc; Gardiner＇s ＂colorful spectrum＂ theory has reference significance for physical education teaching practice; ＂differential＂ teaching should be strengthened, and connected to multidimensional evaluation.

关 键 词：学校体育 身体动觉智能 教育理论 霍华德·加德纳 

分 类 号：G807[文化科学—体育训练]