体育与健康课程跨学科主题学习:理论基础、应然特征与实践进路  

Interdisciplinary Thematic Learning of P.E.and Health Curriculum:Theoretical Basis,Expected Characteristics and Practical Approaches

作　　者：俞颜 陶玉流[1,2] 吴相雷 王越 YU Yan;TAO Yuliu;WU Xianglei;WANG Yue(School of P.E.and Sports,Soochow Univ.,Suzhou 215021,China;Soochow Univ.Sports Think Tank,Soochow Univ.,Suzhou 215021,China)

机构地区：[1]苏州大学体育学院,江苏苏州215021 [2]苏州大学东吴体育智库,江苏苏州215021

出　　处：《武汉体育学院学报》2024年第9期75-81,共7页Journal of Wuhan Sports University

基　　金：江苏省高等教育教改研究课题(2019JSJG158);江苏省高校优势学科建设工程(PAPD)。

摘　　要：跨学科主题学习作为优化体育与健康课程育人方式、促进学生核心素养培育的重要突破口,在一线课堂实践中的落实是当前体育课程改革面临的挑战。知识生产模式理论、课程统整理论、具身认知理论和增值评价理论为体育与健康课程跨学科主题学习提供了重要理论基础和实践指引,阐释了“学习目标高阶性、学习内容综合性、学习过程具身性、学习评价发展性”四大应然特征。据此提出体育与健康课程跨学科主题学习的实践进路:立足核心素养,厘清学习目标;基于学科立场,统整学习内容;创设情境场域,优化学习过程;跟踪学习过程,改进学习评价。As an important breakthrough to optimize the educational mode of P.E.and health curriculum and promote the cultivation of students’core competencies,the implementation of interdisciplinary thematic learning in front-line classroom practice is the challenge facing the current P.E.curriculum reform.Knowledge production mode theory,curriculum integration theory,embodied cognition theory and value-added evaluation theory provide important theoretical basis and practical guidance for the interdisciplinary thematic learning of P.E.and health curriculum,and demonstrate the characteristics of“high order learning objectives,comprehensiveness learning content,embodied learning process and developmental learning evaluation”.Practical approaches are deconstructing the core competencies and clarifying the learning objectives,integrating learning content based on discipline standpoint,creating the situation field and optimizing the learning process,tracking learning process and improving learning evaluation.

关 键 词：体育与健康课程 跨学科主题学习 理论基础 课程实践 

分 类 号：G807.4[文化科学—体育训练]