运动技能的本质定位、获得机制及教学策略——基于波兰尼默会认知理论的考察  

Essential Orientation,Acquisition Mechanisms and Teaching Strategies of Motor Skills:Based on Tacit Knowing Theory of Polanyi

作　　者：朱丹阳 李启迪[2] 邵伟德[2] ZHU Danyang;LI Qidi;SHAO Weide(College of Education,Zhejiang Normal University,Jinhua 321004,Zhejiang,China;School of Physical Education and Health Sciences,Zhejiang Normal University,Jinhua 321004,Zhejiang,China)

机构地区：[1]浙江师范大学教育学院,浙江金华321004 [2]浙江师范大学体育与健康科学学院,浙江金华321004

出　　处：《沈阳体育学院学报》2024年第5期59-65,共7页Journal of Shenyang Sport University

基　　金：国家社会科学基金一般项目“我国体育教学原理的历史回溯、问题反思与创新研究”(23BTYO56)。

摘　　要：当前,学界对于“运动技能是一种什么样的知识”“人是如何习得运动技能的”等体育教学原理问题仍缺乏哲学认识论层面的深入探讨。基于波兰尼的默会认知理论,认为运动技能的本质是能力之知,并在探究身体具身性、主体亲知性、动态整合性等认知特征的基础上,分析运动技能的获得机制:运动技能的习得是认识主体发挥自身的默会能力,进行动态反复的默会整合过程。基于此,在运动技能教学中,应突出范例优先规则、形成共感、亲身体验、生成理解力4个方面,即提供直接的手把手教学、建立师生身体运动感觉共同体、创设深度体验的运动学习情境、优选领会式教学模式等策略。Currently,there is a lack of philosophical epistemological in-depth discussion about the teaching principle of physical education,such as“What kind of knowledge is motor skill?”and“How do people acquire motor skill?”Based on Polanyi’s tacit knowing theory,this study proposes that the essence of motor skills is“knowing how”,and analyzes the acquisition mechanisms of motor skills on the basis of cognitive characteristics of embodiment,subjective acquaintance and dynamic integration,which shows that the acquisition of motor skills is a dynamic and repeated integration process of tacit knowing in which the subject of cognition exerts the tacit power.Therefore,in the teaching of motor skills,emphasis should be placed on 4 aspects:rule of example priority,formation of empathy,personal experience and generation of understanding,that is,providing direct“hands-on teaching”,establishing the“community”of physical movement sensation between teachers and students,creating deep experience of learning situations,and optimizing the teaching mode of understanding.

关 键 词：波兰尼 默会认知 运动技能 焦点意识 辅助意识 寓居 

分 类 号：G804.2[文化科学—运动人体科学]