体育教育专业实践类课程的德育责任:线索、框架与实现路径——基于非连续性教育思想的启示  

Moral Responsibility and Realization Pathway of Practical Courses for Physical Education Major:Based on the Thought of Discontinuity Education

作　　者：张磊[1] ZHANG Lei(School of Physical Education,Hangzhou Normal University,Hangzhou 311121,Zhejiang,China)

机构地区：[1]杭州师范大学体育学院,浙江杭州311121

出　　处：《上海体育学院学报》2022年第7期19-28,共10页Journal of Shanghai University of Sport

基　　金：教育部人文社会科学青年基金项目(17YJC890045);浙江省教育厅一般科研项目(Y201737215)。

摘　　要：当前,体育教育专业实践类课程在德育责任内容(立什么德)上缺乏“理论自觉”,在德育路径(如何立德)上缺乏“实践自觉”。“教育性教学”“具身德育”思想以及实践类课程自身的特征与价值为其德育责任提供教育学、哲学思想和学理性线索。构建基于“大德、公德、私德”三维度的体育教育专业实践类课程德育内容体系,并借鉴博尔诺夫非连续性教育思想,从非连续性教育形式“危机、唤醒、号召、告诫、遭遇”出发,提出体育教育专业实践类课程德育的实现路径:①关注社会生活中突发事件与实践类课程德育内容的整合,构建“社会生活事件—体育运动”的德育内容整合机制;②重视针对课堂突发事件和生活事件的反思教育,建立“体验—反思—理性”的道德唤醒机制;③注重针对学生日常行为的职业道德教育,促成“从他律到自律”的道德约束机制;④捕捉针对课堂不可预知事件的人生观教育,构建“由事实判断向价值判断升华”的道德判断机制。At present“theoretical consciousness”are lacking on the moral education responsibility content of practical courses for physical education(PE)major,so are the“practical consciousness”on the pathways of moral education.The thoughts of“embodied moral education”and“educational teaching”as well as the characteristics and value in practical courses themselves provide the philosophical,pedagogical and intellectual clues for the moral responsibility of the practical courses for PE major.The moral education content system of practical courses was constructed based on“great morality,public morality and private morality”the three dimensions.And,the discontinuous education thought was used to put forward the four realization pathways of moral education,taking“crisis,awakening,call,warning and encounter”as the starting point.The first was to pay attention to the integration of social life crisis and moral education content of practical courses to construct the moral education content integration mechanism of“social life event-sports”.The second was to attach great importance to the reflections on classroom emergencies and life incidents to establish the moral awakening mechanism of“experience-reflection-rationality”.The third was to emphasize students'professional ethics education through daily behaviors to complete the moral restraint mechanism“from heteronomy to self-discipline”.The forth was to capture the unpredictable events and give the outlook education on life to set up the moral judgment mechanism to promote the sublimation“from fact judgment to value judgment”.

关 键 词：非连续性教育思想 体育教育专业 实践类课程 德育 

分 类 号：G807[文化科学—体育训练]