核心素养融入体育课堂教学的逻辑与策略——以2022年版课程标准为视角  

Logic and Strategy of Integrating Core Literacy into Physical Education Classroom Teaching:From the Perspective of the 2022 Edition of Curriculum Standards

作　　者：邵伟德[1] 何鲁伟 邹旭铝[3] 高嵘[4] 董翠香[5] 刘昕[6] SHAO Weide;HE Luwei;ZOU Xulyu;GAO Rong;DONG Cuixiang;LIU Xin(Zhejiang Normal University,Jinhua,Zhejiang 321004,China;Hangzhou Basic Teaching Laboratory,Zhejiang Province,Hangzhou,Zhejiang 310003,China;Teaching and Research Section of Education Bureau of Cixi City,Zhejiang Province,Cixi,Zhejiang 315300,China;Beijing Normal University,Beijing 100875,China;East China Normal University,Shanghai 200062,China;Beijing Sport University,Beijing 100084,China.)

机构地区：[1]浙江师范大学,浙江金华321004 [2]浙江省杭州市基础教学研究室,浙江杭州310003 [3]浙江省慈溪市教育局教研室,浙江慈溪315300 [4]北京师范大学,北京100875 [5]华东师范大学,上海200062 [6]北京体育大学,北京100084

出　　处：《首都体育学院学报》2023年第1期10-20,共11页Journal of Capital University of Physical Education and Sports

基　　金：浙江省哲学社会科学重点课题(23NDJC010Z)。

摘　　要：在基础教育全面贯彻落实学科核心素养的背景下,核心素养与体育课堂教学的深度融合是当前体育课程改革的重要任务。通过部分高校与基层专家会议交流的方式,从核心素养融入体育课堂教学的内在逻辑、大单元体育教学、体育课堂学习目标、体育学习内容、体育学习方式、数字科技融入体育课堂、体育课堂学习评价7个维度切入,探讨《义务教育体育与健康课程标准(2022年版)》融入体育课堂的逻辑、方式与路径。研究认为:(1)核心素养属于顶层设计,课堂教学属于基层落实,打通顶层设计与基层落实的桥梁是大单元教学;(2)指向核心素养的大单元教学设计应体现以运动项目为基点的整体性,结合学生的运动能力与学习基础正确认识大单元教学与课时教学的逻辑关系;(3)体育课堂学习目标的设定应以“运动能力”“健康行为”“体育品德”作为一级指标,并结合3个方面核心素养的具体要求对二级指标进行细化;(4)核心素养融入体育课堂学习内容需明确目标引领内容的理念,结合具体学情与教学需求,体育教材内容的大单元化与结构化要侧重于凸显体育与健康核心素养的某一方面;(5)对自主学习、探究学习与合作学习3种类型的体育学习方式进行优化,应厘清不同类型的学习方式同体育与健康课程培养的核心素养的关系,结合师生与教材特点选择学习方式,重点突破探究学习方式难点;(6)数字科技运用于体育课堂应明确其定位,处理好数字信息收集与后续利用的关系,注重教师数字科技应用能力的培养,关注数字科技伦理问题;(7)基于核心素养的体育课堂学习评价应精准对接课时目标,根据教材内容与学生特点体现评价侧重点,综合考虑不同主体对体育课堂学习的评价结果。Based on the background of comprehensive implementation of core literacy in basic education,it is an important task of current physical education curriculum reform to explore the deep integration of core literacy and physical education classroom teaching.Through the way of communication between some colleges and uni versities and grass-roots expert meetings,this paper discusses the logic,ways and paths of integrating Physical Education and Health Curriculum Standard in Compulsory Education(2022)into classroom teaching from seven dimensions:internal logic,large unit physical education teaching,physical education classroom learning objectives,physical education teaching contents,physical education learning methods,digital technology integrating into classroom and physical education classroom learning evaluation.The research shows that:(1)Core literacy belongs to top-level design;classroom teaching belongs to bottom-level design,and the bridge between top-level design and bottom-level design is large unit teaching;(2)The design of large unit teaching directed at core literacy should reflect the integrity based on sports events,correctly understand the logical relationship between large unit teaching and class teaching,and combine students'sports ability and learning foundation;(3)The writing of learning objectives in physical education classroom should take“sports ability,healthy behavior and sports moral character”as the first-level indicators,and further divide the second-level indicators according to the specific requirements of various aspects under the core literacy;(4)The integration of core literacy into physical education classroom learning content needs to be clear about the concept of goal leading content,the unitization and structure of physical education textbook content,the emphasis on highlighting a certain aspect of core literacy,and the combination of specific learning conditions and teaching needs;(5)To optimize three types of physical education learning methods:autonomous learning,inquiry learn

关 键 词：核心素养 课程标准 大单元教学 课时目标 学习方式 数字科技 学习评价 

分 类 号：G807.04[文化科学—体育训练]