运用文献资料法、逻辑分析法，结合案例设计，对五育融合导向的体育课堂教学的内涵、策略与误区规避进行了研究，研究结论如下。①五育融合导向的体育课堂教学内涵为：以体育课堂教学为载体，融合德育、智育、美育、劳动教育于其中，培育全面发展的人的教育活动。②五育融合导向的体育课堂教学策略为：优化体育教学目标范式设计，创设渗透式教学目标；强化不同学科教学内容整合，形成嫁接式教学内容；创新体育教学模式联合使用，开展开放式教学实施；发挥体育教学评价基本理论功能，开展结合式教学评价。③五育融合导向的体育课堂教学需要规避的误区为：体育课堂教学是五育融合的重要而非唯一载体；五育融合根据教情学情取舍而非刻意全部融合；体育课程的性质具有综合性特征但非综合课程；教学要素所涉内容无先后之分但应有主次之别。

Using literature review， logical analysis as well as case design， this article focused on the connotation， teaching strategy and misunderstanding avoidance of PE classroom teaching based on the integration of five types of education. The conclusions are as follows. (1)The connotation refers to the use of PE classroom as a carrier to integrate moral education， intellectual education， aesthetic education， labor education and other educational elements in it， thereby cultivating allround development of people. (2)The teaching strategy refers to innovating combined use of PE teaching models to carry out open teaching；and applying the basic evaluation function of PE classroom teaching to combined teaching evaluation. (3) Misunderstandings should be avoided include：PE classroom teaching is important but is not the only carrier of the integration of five types of education；The integration of five types of education is based on the teaching and learning conditions rather than deliberately integrating all；The nature of the PE course is comprehensive but the course itself is not；There is no fixed order of contents involved in teaching elements， but there should be primary and secondary differences.

G807

江苏省教育科学“十四五”规划专项课题重点项目(Tb/2021/21)；南京体育学院教改一般项目(JG202110)