体育与健康课程“跨学科主题学习”的多维特征、设计逻辑与实践指引  

Multidimensional characteristics,design logic and practical guidance of“interdisciplinary theme learning”in physical education and health curriculum

作　　者：于素梅[1] 陈蔚[2] YU Sumei;CHEN Wei(National Institute of Educational Sciences,Beijing 100088,China;School of Physical Education,Wuhan Sports University,Wuhan 430079,China)

机构地区：[1]中国教育科学研究院,北京100088 [2]武汉体育学院体育教育学院,湖北武汉430079

出　　处：《体育学刊》2022年第6期10-16,共7页Journal of Physical Education

基　　金：中国教育科学研究院2022年度基本科研业务费专项资金一般项目“我国中小学体育课程设置的理论体系研究”(GYC2022012)。

摘　　要：推进体育与健康课程“跨学科主题学习”成为回应21世纪教育变革和体育课程改革,促进学生核心素养培育的时代产物。体育与健康课程“跨学科主题学习”呈现出关注“横向知识”的整合性交融、儿童“全一生活”的情境化场域和“教学共同体”的协作性参与等多维特征。教学可遵循明晰目标定位、内容创生、任务设计和多元评价的设计逻辑,建构“体育+X”的教学内容、科学创设“真实情境”的教学环境以及合理选择“探究学习”的教学方法,以期实现有效的体育与健康课程“跨学科主题学习”。The promotion of“interdisciplinary theme learning”in physical education and health curriculum has become a product of the times to respond to the changes in cultural education and physical education curriculum reform in the 21st century and the cultivation of students’core literacy,which shows the following multidimensional characteristics,such as the convergent integration of“horizontal knowledge”,the contextual field of children’s“whole life”and the collaborative participation of“teaching community”.The“interdisciplinary theme learning”of physical education and health curriculum should follow the teaching design logic of clearing literacy and level goal orientation,content creation,task design and multiple evaluations,constructing the teaching content of“physical education+X”,scientifically establishing the teaching environment of“real situation”and reasonably selecting the teaching method of“inquiry learning”,in order to achieve the effective“interdisciplinary theme learning”in physical education and health curriculum.

关 键 词：体育与健康课程 跨学科主题学习 学生核心素养 

分 类 号：G807[文化科学—体育训练]