[关键词]
[摘要]
体育学科核心素养为当前我国学校体育的核心主题,但其在推进落地中产生了一些认知论争和实践偏差,不利于学校体育的深化改革。研究认为:①以形式逻辑学来看,体育学科核心素养的概念在内涵与外延上均存在误区。内涵方面,学界对体育学科核心素养中“核心”的定位不同,概念的形式互异以及对素养的多重属性认知不清晰;外延方面,部分体系存在划分标准不一、子素养脱离主体、上下位素养违背从属关系等问题。②核心素养在体育与健康课程的实践中存在目标引领、情境创设和评价落实的困境,包括:对“健康行为”目标的归类模糊;创设的教学情境单一或虚化;显性素养的评价凸显,隐性素养难以评价。③针对相关困境,提出“跨学科融通培养”“主体与情境交互”及“辩证式教育评价”的纾解思路。
[Key word]
[Abstract]
The disciplinary key competences of physical education remain currently the core subject of school physical education in China,but the practice has given rise to debates due to differences in conceptual understanding and practical realization,which is not conducive to the deepening reform of school physical education. It is concluded that:① From the perspective of formal logic,there are different cognitive misunderstandings in the connotation and extension of the concept of the key competences of physical education. In terms of connotation,the academic circles have different positioning of “key” in sports discipline competences,as well as different forms of concept and unclear understanding of the multiple attributes of competences; from the denotation point of view,there are some problems in certain systems,such as different division standards,some elements are detached from the student,and violation of subordination of upper and lower competences.②The practice of the key competences in physical education and health courses was confronted with challenges in goal guidance, situation creation,and evaluation implementation,which includes the unclear classification of health behavior goals; the teaching situation created is single or imaginary;the evaluation of explicit literacy is prominent, while the evaluation of recessive literacy is difficult. (3)In view of the relevant difficulties,the paper puts forward the following solutions: “interdisciplinary integration training”,“interaction between subject and situation” and “dialectical education evaluation”.
[中图分类号]
G633.96
[基金项目]
国家社会科学基金重点项目(19ATY003)