天津体育学院学报

体育教学范式是学校体育教育理念的集中反映,对其变革履迹的概览有助于加深对不同语境下体育教学本质、形态以及特征的理解。研究基于历史演进的视角,以"禁锢亦或是解放教与学的创造力"为焦点问题,对传统、现代与未来体育教学范式的变革与发展、合理与局限、分歧与疏离进行了梳理和探讨。研究发现,我国体育教学范式经历了"教受"范式到"导学"范式再到"对话"范式的转变。"教受"型的体育教学范式崇尚"教师为主体,学生为客体"的思想,强调体育教师在课堂上的绝对权威,在教学实践中注重对学生运动技能和体能的培养,而忽视了学生的情意要素和人格发育。"导学"型体育教学范式崇尚"教师为主导,学生为主体"的思想,不再强调体育教师在课堂上的权威,注重对学生知、情、意统一的培养,但在教学实践中也存在"淡化运动技能教学"等诸多质疑。而"对话"型体育教学范式强调教师和学生同样是课堂的主体,学生与教师以及外在学习环境是一种积极的交互和对话,通过情景化、结构性的体育教学内容,培养学生体育学科核心素养,促进学生的全面发展。

The teaching paradigm of PE course is a concentrated reflection of the concept of PE in schools. The overview of its transformational tracks will help deepen the understanding of the essence,form and characteristics of PE under different contexts. Based on the perspective of historical evolution,the study focuses on the issue of "constraining or liberating the creativity of teaching and learning",and sorts out the changes and developments,rationality and limitations,differences and alienation of traditional,modern and future PE teaching paradigms. It is found that the paradigm of PE in China has experienced the transformation from the "teaching" paradigm to the "guiding" paradigm to the "dialogue" paradigm. The "teaching" type of PE paradigm advocates the idea of "teacher as the subject and students as the object",emphasizes the absolute authority of PE teachers in the classroom,focuses on the cultivation of students' sports skills and physical strength in teaching practice,while ignores the emotional elements and personality development of students. The "guiding" type of PE paradigm advocates the idea of "teacher-led,student-centered",no longer emphasizes the authority of PE teachers in the classroom,and pays attention to the cultivation of students' knowledge,emotion and intention. However,in the process of teaching practice,there are also many doubts such as "weakening the teaching of sports skills". The "dialogue" type of PE paradigm emphasizes that teachers and students are also the subject of the classroom. Students,teachers and the external learning environment are a kind of positive interaction and dialogue. Through teaching situational and structural PE content,students' physical literacy can be cultivated to promote their all-round development.