体育与健康跨学科主题学习活动设计:逻辑转向与操作模型  

Interdisciplinary Thematic Learning Activity Design in PE and Health:Logical Turning and Model Building

作　　者：李菲菲 梁夫生[4] 王彬 汪晓赞[1,6] LI Feifei;LIANG Fusheng;WANG Bin;WANG Xiaozan(School of Physical Education and Health,East China Normal University,Shanghai 200241,China;School of Physical Education and Health,Yili Normal University,Yining 835000,Xinjiang,China;Key Laboratory for Monitoring College Students'Physical Fitness,Yili Normal University,Yining 835000,Xinjiang,China;School of Physical Education,Huangshan University,Huangshan 245041,Anhui,China;Shandong Institute of Educational Science,Jinan 250002,China;Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Education,East China Normal University,Shanghai 200241,China)

机构地区：[1]华东师范大学体育与健康学院,上海200241 [2]伊犁师范大学体育与健康学院,新疆伊宁835000 [3]伊犁师范大学大学生体质监测中心重点实验室,新疆伊宁835000 [4]黄山学院体育学院,安徽黄山245041 [5]山东省教育科学研究院,济南250002 [6]华东师范大学青少年健康评价与运动干预教育部重点实验室,上海200241

出　　处：《西安体育学院学报》2024年第6期805-818,共14页Journal of Xi'an Physical Education University

基　　金：国家社会科学基金重点项目(22ATY005);教育部课程教材研究所重点项目(JCSZDXM2022002);伊犁师范大学教育教学改革项目(YSYB202294)。

摘　　要：跨学科主题学习是学生发展核心素养的一种新的教学理念,为实现学校体育教育的高质量发展提供新的思路。研究认为,体育与健康课程跨学科主题学习的设计逻辑在发展理念上,从“知识与技能本位”转向“素养本位”;在育人方式上,从“学科知识”转向“学科实践”;在教育目标上,从“知识学习”转向“问题解决”。基于此,为使跨学科主题学习在体育与健康课程教学中真正落地生根,研究构建了一个涵盖学习者(主体)的学生行为和引导者(主导)的教师行为的体育与健康跨学科主题学习活动“1-5-1金字塔”设计模型。该模型以基础、整合层为根基,以“概念、目标层→问题、任务层→内容、方法层→组织、实施层→评价、反思层”为核心,最终指向学生核心素养的发展。该模型的设计以解决现实问题为核心导向,强调通过跨学科知识与技能的整合来确定活动主题,并通过概念分析形成深层次理解,从而有效地设计与实施主题学习活动。其中,主题学习活动的设计是该模型的核心环节。Interdisciplinary thematic learning activities serve as a new teaching philosophy for cultivating students'core competencies and are critical for advancing high-quality development in school physical education.This study suggests that the design logic of interdisciplinary thematic learning in Physical Education and Health shifts from a“knowledge and skills-based”to a“competency-based”approach in its philosophy,from“disciplinary knowledge”to“disciplinary practice”in educational methods,and from“knowledge acquisition”to“problem-solving”in educational objectives.To effectively integrate interdisciplinary thematic learning into Physical Education and Health curricula,this research develops a“1-5-1 Pyramid”design model.This model includes both learner(student behaviors)and facilitator(teacher behaviors)perspectives.The foundational structure includes basic and integration levels,with core components organized into“concepts and objectives layer→problems and tasks layer→content and methods layer→organization and implementation layer→evaluation and reflection layer”.The goal is to develop students'core competencies.The design of the model is centered on solving real-world problems,emphasizing the integration of interdisciplinary knowledge and skills to determine the theme of the activity,and forming a deep understanding through conceptual analysis,so as to effectively design and implement the theme learning activities.Among them,the design of thematic learning activities is the core part of the model.

关 键 词：体育与健康课程 跨学科主题学习 核心素养 新课标 设计模型 

分 类 号：G812.5[文化科学—体育学]