体育学科核心素养研究的国际经验与启示
|
摘要
梳理与分析三大国际组织对于核心素养所秉持的观点与理念,对美国、英国、加拿大、澳大利亚等国家体育学科核心素养框架体系的构建过程和特征进行分析,并与中国关于体育学科核心素养的研究现状进行比较。研究认为三大国际组织基于"人的完整发展"提出各自对核心素养的理解和要求,制定和规划核心素养的结构与范围,并确定和解释相应的组成要素。美国围绕"21世纪核心素养框架",提出体育学科核心素养的培育重心,形成以"核心技能"训练为导向的体育学科核心素养培育主导策略;英国强调设置体育课程改革成果的推行模式,优化体育学科核心素养培育内容,不断改进与完善学生体育学科认知能力;加拿大力求为学生构建全面的体育学科核心素养体系,促进学生形成积极的生活态度与行为;澳大利亚提出体育课程改革要与体育教学创新同步进行,主张为学生体育学科核心素养的形成提供多样化的选择。中国在不断总结体育课程改革经验的基础上,注重对体育学科核心素养结构与培育程序的改进。
By collating and analyzing the views and conceptions held by 3 international organizations, the authors summarized the construction processes and characteristics of the physical education disciplinary core attainment framework systems of the US, Britain and Canada, compared them with the current situation of the study of physical education disciplinary core attainments in China, and drew the following conclusions: based on "complete development of human beings", the 3 international organizations put forward respective understandings of and requirements for core attainments, established and planned the structure and scope of core attainments, and determined and explained corresponding constituent elements; by sticking to "the 21 century core attainment framework", the US put forward the keys to the cultivation of physical education disciplinary core attainments, formed strategies for guiding the cultivation of physical education disciplinary core attainments, which are oriented by "core skills"; Britain emphasized setting up physical education curriculum reform achievement implementing modes, optimizing the contents of physical education disciplinary core attainment cultivation, and constantly improving and perfecting the students' physical education discipline cognition ability; Canada strived to build a comprehensive physical education disciplinary core attainment system for the students, and to promote the students to form positive life attitudes and behaviors; Australia put forward that physical education curriculum reform should be carried out simultaneously with physical education teaching innovation, and advocated to provide diversified choices for the formation of the students' physical education disciplinary core attainments. On the basis of constantly summarizing physical education curriculum reform experience, China valued improvements on the physical education disciplinary core attainment structure and cultivation procedure.
By collating and analyzing the views and conceptions held by 3 international organizations, the authors summarized the construction processes and characteristics of the physical education disciplinary core attainment framework systems of the US, Britain and Canada, compared them with the current situation of the study of physical education disciplinary core attainments in China, and drew the following conclusions: based on "complete development of human beings", the 3 international organizations put forward respective understandings of and requirements for core attainments, established and planned the structure and scope of core attainments, and determined and explained corresponding constituent elements; by sticking to "the 21 century core attainment framework", the US put forward the keys to the cultivation of physical education disciplinary core attainments, formed strategies for guiding the cultivation of physical education disciplinary core attainments, which are oriented by "core skills"; Britain emphasized setting up physical education curriculum reform achievement implementing modes, optimizing the contents of physical education disciplinary core attainment cultivation, and constantly improving and perfecting the students' physical education discipline cognition ability; Canada strived to build a comprehensive physical education disciplinary core attainment system for the students, and to promote the students to form positive life attitudes and behaviors; Australia put forward that physical education curriculum reform should be carried out simultaneously with physical education teaching innovation, and advocated to provide diversified choices for the formation of the students' physical education disciplinary core attainments. On the basis of constantly summarizing physical education curriculum reform experience, China valued improvements on the physical education disciplinary core attainment structure and cultivation procedure.
引文
[1]WEIYUN CHEN,HAMMOND-BENNETT,AUSTIN.Examination of motor skill literacy in students:evidence-based physical education curriculum[J].BMC Public Health,2017,17(2):1-8.
[2]联合国教科文组织国际教育发展委员会.学会生存--教育世界的今天和明天[M].北京:教育科学出版社,2006:173.
[3]CHACHAWAN R,KARN R.Recreation Person Literacy Enhancement Program for Institute of Physical Education,Ministry of Tourism and Sports[J].Journal of Education,2016,10(3):67-77.
[4]Learning:the treasure within[EB/OL].[2017-09-20](2000-09-05).http://en.unesco.org/themes/education-21st-century.
[5]窦现金,卢海弘.欧盟教育政策[M].北京:高等教育出版社,2011:90-99.
[6]OKAN,ILYAS.The use of computer competencies of students in the departments of physical education and sport teaching,and school teaching[J].International Journal of Environmental&Science Education,2016,11(15):8470-8490.
[7]UNESCO.Draft:life skills:the bridge to human capabilities[M].Washington DC:International Monetary Fund,2004:1-5.
[8]人民网.全民教育全球监测报告[EB/OL].(2005-09-16)[2017-12-16].http://www.doc88.com/p-993284646448.html.
[9]联合国教科文组织[EB/OL].[2017-12-16].https://zh.unesco.org/gem-report/node/13.
[10]新华网.欧盟核心素养建议案[EB/OL].(2006-12-15)[2017-09-12].http://www.360doc.com/content/16/0304/09/7323669539280668 shtml.
[11]ECKHARD K,HCRMANN A,WCRNCR B,et al.The development of National Educational Standards-An Ex-pertise[R].Federal Minister of Education and Research(BMBF),2004:19-23.
[12]ERSOY,METINETIN.Social networking as a tool for lifelong learning with orthopedically impaired learners[J].Journal of Educational Technology&Society,2016,19(1):41-52.
[13]朱旭东.当代西方教育新思潮研究[M].北京:人民教育出版社,2014:126-130.
[14]FRIED,LINDA P.Reinventing public health education for the 21st century[J].American Journal of Public Health,2015,105(2):4-16.
[15]21st Century Skill Maps[EB/OL].(2013-09-28)[2017-12-16].http://www.p21.org/storage/documents/P21-Math-Map.pdf..
[16]CHACHAWAN R,KARN R.Recreation Person Literacy Enhancement Program for Institute of Physical Education,Ministry of Tourism and Sports[J].Journal of Education,2016,10(3):67-77.
[17]WEIYUN CHEN,WEIMO ZHU.Effectiveness of quality physical education in improving students’manipulative skill literacy[J].Journal of Sport and Health Science,2016,5(2):231-238.
[18]TUL M,LESKOSEK B,JURAK G.Perceived importance of slovenian physical education teachers’professional competencies[J].Journal of Education,2015,30(1):268-281.
[19]ROBERTS S J,FAIRCLOUGH S J.The influence of relative age effect in the assessment of high school students in physical education in the United Kingdom[J].Journal of Teaching in Physical Education,2012,31(1):56-70.
[20]BECKMANN,ANDREA,CHARLIE.Conditions of domination:reflections on harms generated by the British State Education System[J].British Journal of Sociology of Education,2005,26(4):475-489.
[21]张建华,高嵘.国内外体育课程发展与改革[M].桂林:广西师范大学出版社,2015:50-60.
[22]Department for Education,UK.The Framework for the National Curriculum:A Report by the Expert Panel for the National Curriculum Review[R/OL].[2017-12-20].http://www.education.gov.uk/publications.
[23]DAGKAS S,BENN T.Young Muslim women’s experiences of Islam and physical education in Greece and Britain:a comparative study[J].Sport Education and Society,2006,11(1):21-38.
[24]CHRISTOPHER W POLLOCK.Defining physical education:the social construction of a school subject in Postwar Britain David Kirk[J].History of Education Quarterly,2006,34(2):247-247.
[25]Adolescent Sport Recreation and Physical Education Experiences of Recent Arrivals to Canada[EB/OL].(2009-09-23)[2017-10-20].https://www.researchgate.net/publication/240526784.
[26]陈思同,刘阳.加拿大体育素养测评研究及启示[J].体育科学,2016,36(3):44-51.
[27]KLIMAN,AVIVA M.Do government brochures affect physical activity cognition?a pilot study of Canada’s physical activity guide to healthy active living[J].Psychology,Health&Medicine,2008,13(4):415-422.
[28]ROBINSON,DANIEL B.Smooth sailing or stormy seas?atlantic Canadian physical educators on the state and future of physical education[J].Canadian Journal of Education,2016,39(1):1-31.
[29]DINANTHOMPSON,MAREE.Health&physical education:issues for curriculum in Australia and New Zealand[M].London:Oxford University Press,2009:233-237.
[30]PEDERSEN,SCOTT J,COOLEY.Are Australian pre-service physical education teachers prepared to teach inclusive physical education?[J].Australian Journal of Teacher Education,2014,39(3):3-11.
[31]SPITTLE,SHARNA.The reasons and motivation for pre-service teachers choosing to specialise in primary physical education teacher education[J].Australian Journal of Teacher Education,2014,39(5):1-26.
[32]MELDRUM,KATHRYN.Preparing pre-service physical education teachers for uncertain future(s):a scenario-based learning case study from Australia[J].Physical Education and Sport Pedagogy,2009,16(2):133-144.
[33]USHER,WAYNE,EDWARDS.Positioning Australia’s contemporary Health and Physical Education Curriculum to address poorphysical activity participation rates by adolescent girls[J].Health Education Journal,2016,75(8):925-938.
[34]PENNEY,DAWN.Health and physical education in Australia:a defining time?[J].Asia-Pacific Journal of Health,Sport and Physical Education,2010,1(8):5-12.
[35]王健,潘凌云.人学视域下我国学校体育教育的现实探问与发展路向[J].体育科学,2013,33(11):17-27.
[36]林楚辉.当前学校体育在发展进程中的问题思考[J].体育与科学,2009,30(1):83-86.
[37]黄爱峰,王健.学校体育发展的10大问题省思[J].北京体育大学学报,2015,38(2):95-99+121.
[38]姚蕾.当代中国学校体育发展的热点问题解析[J].南京体育学院学报(社会科学版),2010,24(3):19-23+28.
[39]肯·哈德曼.世界学校体育状况调查[M].金季春,译.北京:北京体育大学出版社,2002:41-43.
[40]王利国,程传银,赵富学,等.规则与竞争:学校体育游戏范式研究[J].体育科学,2016,36(11):3-11+30.
[41]赵富学,程传银.基于PCK结构的体育教师课例研修程序及其实践路径研究[J].天津体育学院学报,2016,31(5):388-392.
[42]刘昕.现代国外教学思想与我国体育教学[M].北京:教育科学出版社,2011:122.
[43]US GOVERNMENT PRINTING OFFICE.Esea reauthorization:supporting student health,physical education,and well being[M].Washington DC:BiblioGov,2013:111-1124.
[44]DUFFIN EDWARD WILSON.The influence of physical education in producing and confirming,in females,deformity of the spine[M].New York and London:Nabu Press,1829:177-179.
[2]联合国教科文组织国际教育发展委员会.学会生存--教育世界的今天和明天[M].北京:教育科学出版社,2006:173.
[3]CHACHAWAN R,KARN R.Recreation Person Literacy Enhancement Program for Institute of Physical Education,Ministry of Tourism and Sports[J].Journal of Education,2016,10(3):67-77.
[4]Learning:the treasure within[EB/OL].[2017-09-20](2000-09-05).http://en.unesco.org/themes/education-21st-century.
[5]窦现金,卢海弘.欧盟教育政策[M].北京:高等教育出版社,2011:90-99.
[6]OKAN,ILYAS.The use of computer competencies of students in the departments of physical education and sport teaching,and school teaching[J].International Journal of Environmental&Science Education,2016,11(15):8470-8490.
[7]UNESCO.Draft:life skills:the bridge to human capabilities[M].Washington DC:International Monetary Fund,2004:1-5.
[8]人民网.全民教育全球监测报告[EB/OL].(2005-09-16)[2017-12-16].http://www.doc88.com/p-993284646448.html.
[9]联合国教科文组织[EB/OL].[2017-12-16].https://zh.unesco.org/gem-report/node/13.
[10]新华网.欧盟核心素养建议案[EB/OL].(2006-12-15)[2017-09-12].http://www.360doc.com/content/16/0304/09/7323669539280668 shtml.
[11]ECKHARD K,HCRMANN A,WCRNCR B,et al.The development of National Educational Standards-An Ex-pertise[R].Federal Minister of Education and Research(BMBF),2004:19-23.
[12]ERSOY,METINETIN.Social networking as a tool for lifelong learning with orthopedically impaired learners[J].Journal of Educational Technology&Society,2016,19(1):41-52.
[13]朱旭东.当代西方教育新思潮研究[M].北京:人民教育出版社,2014:126-130.
[14]FRIED,LINDA P.Reinventing public health education for the 21st century[J].American Journal of Public Health,2015,105(2):4-16.
[15]21st Century Skill Maps[EB/OL].(2013-09-28)[2017-12-16].http://www.p21.org/storage/documents/P21-Math-Map.pdf..
[16]CHACHAWAN R,KARN R.Recreation Person Literacy Enhancement Program for Institute of Physical Education,Ministry of Tourism and Sports[J].Journal of Education,2016,10(3):67-77.
[17]WEIYUN CHEN,WEIMO ZHU.Effectiveness of quality physical education in improving students’manipulative skill literacy[J].Journal of Sport and Health Science,2016,5(2):231-238.
[18]TUL M,LESKOSEK B,JURAK G.Perceived importance of slovenian physical education teachers’professional competencies[J].Journal of Education,2015,30(1):268-281.
[19]ROBERTS S J,FAIRCLOUGH S J.The influence of relative age effect in the assessment of high school students in physical education in the United Kingdom[J].Journal of Teaching in Physical Education,2012,31(1):56-70.
[20]BECKMANN,ANDREA,CHARLIE.Conditions of domination:reflections on harms generated by the British State Education System[J].British Journal of Sociology of Education,2005,26(4):475-489.
[21]张建华,高嵘.国内外体育课程发展与改革[M].桂林:广西师范大学出版社,2015:50-60.
[22]Department for Education,UK.The Framework for the National Curriculum:A Report by the Expert Panel for the National Curriculum Review[R/OL].[2017-12-20].http://www.education.gov.uk/publications.
[23]DAGKAS S,BENN T.Young Muslim women’s experiences of Islam and physical education in Greece and Britain:a comparative study[J].Sport Education and Society,2006,11(1):21-38.
[24]CHRISTOPHER W POLLOCK.Defining physical education:the social construction of a school subject in Postwar Britain David Kirk[J].History of Education Quarterly,2006,34(2):247-247.
[25]Adolescent Sport Recreation and Physical Education Experiences of Recent Arrivals to Canada[EB/OL].(2009-09-23)[2017-10-20].https://www.researchgate.net/publication/240526784.
[26]陈思同,刘阳.加拿大体育素养测评研究及启示[J].体育科学,2016,36(3):44-51.
[27]KLIMAN,AVIVA M.Do government brochures affect physical activity cognition?a pilot study of Canada’s physical activity guide to healthy active living[J].Psychology,Health&Medicine,2008,13(4):415-422.
[28]ROBINSON,DANIEL B.Smooth sailing or stormy seas?atlantic Canadian physical educators on the state and future of physical education[J].Canadian Journal of Education,2016,39(1):1-31.
[29]DINANTHOMPSON,MAREE.Health&physical education:issues for curriculum in Australia and New Zealand[M].London:Oxford University Press,2009:233-237.
[30]PEDERSEN,SCOTT J,COOLEY.Are Australian pre-service physical education teachers prepared to teach inclusive physical education?[J].Australian Journal of Teacher Education,2014,39(3):3-11.
[31]SPITTLE,SHARNA.The reasons and motivation for pre-service teachers choosing to specialise in primary physical education teacher education[J].Australian Journal of Teacher Education,2014,39(5):1-26.
[32]MELDRUM,KATHRYN.Preparing pre-service physical education teachers for uncertain future(s):a scenario-based learning case study from Australia[J].Physical Education and Sport Pedagogy,2009,16(2):133-144.
[33]USHER,WAYNE,EDWARDS.Positioning Australia’s contemporary Health and Physical Education Curriculum to address poorphysical activity participation rates by adolescent girls[J].Health Education Journal,2016,75(8):925-938.
[34]PENNEY,DAWN.Health and physical education in Australia:a defining time?[J].Asia-Pacific Journal of Health,Sport and Physical Education,2010,1(8):5-12.
[35]王健,潘凌云.人学视域下我国学校体育教育的现实探问与发展路向[J].体育科学,2013,33(11):17-27.
[36]林楚辉.当前学校体育在发展进程中的问题思考[J].体育与科学,2009,30(1):83-86.
[37]黄爱峰,王健.学校体育发展的10大问题省思[J].北京体育大学学报,2015,38(2):95-99+121.
[38]姚蕾.当代中国学校体育发展的热点问题解析[J].南京体育学院学报(社会科学版),2010,24(3):19-23+28.
[39]肯·哈德曼.世界学校体育状况调查[M].金季春,译.北京:北京体育大学出版社,2002:41-43.
[40]王利国,程传银,赵富学,等.规则与竞争:学校体育游戏范式研究[J].体育科学,2016,36(11):3-11+30.
[41]赵富学,程传银.基于PCK结构的体育教师课例研修程序及其实践路径研究[J].天津体育学院学报,2016,31(5):388-392.
[42]刘昕.现代国外教学思想与我国体育教学[M].北京:教育科学出版社,2011:122.
[43]US GOVERNMENT PRINTING OFFICE.Esea reauthorization:supporting student health,physical education,and well being[M].Washington DC:BiblioGov,2013:111-1124.
[44]DUFFIN EDWARD WILSON.The influence of physical education in producing and confirming,in females,deformity of the spine[M].New York and London:Nabu Press,1829:177-179.