基于发展学生核心素养的体育课堂转向与教学转变

　　摘 要：學校体育需要基于学生发展核心素养的顶层设计做出变革以承担起发展学生核心素养的责任，需要紧紧围绕体育课堂的转向与体育教学实践的转变来让核心素养落地。研究提出：（1）发展学生核心素养对体育课堂提出的要求在于课堂中的体育学习必须是学生主动参与式的体验，需要构建生活化课堂与建立和谐的课堂互动；发展学生核心素养对体育教学提出的要求在于实现体育教学目标、体育单元设计、体育教学内容、体育教学策略、体育教学评价的转变；（2）体育课堂的转向应从“注重学科”走向“关注学生”、从“传统课堂”走向“深度课堂”、从“传统预设”走向“动态生成”、从“校内课堂”走向“第二课堂”4个方面着手；体育教学目标的叙写、体育教学内容的组织、体育单元教学的设计、体育教学策略的调控、体育教学评价的选择5个方面是体育教学的重要转变方向；（3）体育教师具备专业能力、体育教师主体赋权、体育教师核心素养理念的更新是体育课堂与教学变革的内部保证；学校体育与家庭的联动、学校体育与社会体育实践的联系是体育课堂与教学变革的外部保障；课堂上要从教师的单一管理朝师生共同参与管理的方向转变，这是体育课堂与教学变革的介质调控。
　　关 键 词：学校体育；体育课堂；体育教学；体育学科核心素养
　　中图分类号：G807 文献标志码：A 文章编号：1006-7116（2018）02-0068-08
　　Physical education classroom turning and teaching changing based on
　　developing student core attainments
　　SHANG Li-pei，CHENG Chuan-yin，ZHAO Fu-xue，DONG Peng
　　（School of Physical Education，Nanjing Normal University，Nanjing 210023，China）
　　Abstract： School physical education needs the top-level design based on developing student core attainments to make changes in order to take the responsibilities for developing student core attainments， and the landing of core attainments by closely focusing on physical classroom transformation and physical education teaching changing. The authors put forward the following opnions：1） the requirement put forward by developing student core attainments for physical education classrooms is that physical education learning in classroom must be the experience of students active participation， needs to build a living classroom and to establish harmonious classroom interaction； the requirement put forward by developing student core attainments for physical education teaching is to realize the changing of physical education teaching objectives， physical education unit design， physical education teaching contents， physical education teaching strategies and physical education teaching evaluation； 2） physical education classroom transformation should be carried out in such 4 aspects as going from “valuing the discipline” to “focusing on the students”， going from “tra-ditional classroom” to “in-depth classroom”， going from “traditional presetting” to “dynamic generation” and going from “on campus classroom” to “second classroom”； such 5 aspects as physical education teaching objective description， physical education teaching content organization， physical education unit teaching design， physical education teaching strategy regulation and physical education teaching evaluation selection are important directions of changing of physical education teaching； 3） professional abilities own by physical education teachers， the empowerment of physical education teachers as the subjects， and the updating of physical education teacher core attainments conception， are the internal guarantees of physical education classroom and teaching reform； the linking of physical education learning to family， and the connecting of school physical education to social physical education practice， are the external guarantees of physical education classroom and teaching reform； the changing of direction from undiversified management by the teacher to management joint participated by the teacher and students in classroom is the medium regulation of physical education classroom and teaching reform.

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