摘要： 受國際發(fā)展趨勢和國家政策影響,近年來我國學術界對體育相關的素養(yǎng)引起了高度關注,但“身體素養(yǎng)”和“體育與健康學科/課程核心素養(yǎng)”兩類概念的出現(xiàn)引起了誤解和混亂。論文對“身體素養(yǎng)”和“體育與健康學科/課程核心素養(yǎng)”進行了區(qū)分,二者區(qū)別體現(xiàn)在邏輯起點、涉及范圍、培養(yǎng)路徑和評價指向不同;聯(lián)系體現(xiàn)在有著相同的理論基礎、目標指向、構成特性和達成載體。為了更好地推動素養(yǎng)導向的體育改革,建議今后應在頂層設計層面理清二者區(qū)別,避免沖突與誤解;設計指向不同類型素養(yǎng)的具體項目,促進素養(yǎng)達成;依據(jù)不同類型素養(yǎng)特性,發(fā)揮各自獨特作用。

關鍵詞: 身體素養(yǎng), 體育與健康學科/課程核心素養(yǎng), 體育改革, 課程標準

Abstract: In recent years, under the influence of both the development trend in foreign countries and national policies, the academic circles in China have paid close attention to sports related literacy, but the emergence of the concepts of "physical literacy" and "subject/curriculum key competencies of physical education and health" has caused misunderstanding and confusion. This paper makes a distinction between the two concepts, pointing out that the difference between them lies in their divergence in logical starting point, research scope, training path and evaluation direction; the connection lies in their same theoretical basis, goal direction, composition characteristics and achievement carrier. In order to better promote the literacy-oriented sports reform, it is suggested that the difference between the two should be clarified at the top-level design in the future so as to avoid conflicts and misunderstandings; specific projects targeted at different types of literacy should be designed to promote the attainment of literacy; and different types of literacy should play unique roles according to their characteristics.

Key words: physical literacy, subject/curriculum key competencies of physical education and health, sports reform, curriculum standards

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網(wǎng)址: 論“身體素養(yǎng)”和“體育與健康學科/課程核心素養(yǎng)”的區(qū)別與聯(lián)系 http://www.gysdgmq.cn/newsview762988.html