| (1北京师范大学 体育与运动学院，北京100875； 2华南师范大学 体育科学学院，广东 广州510631) 摘要：几十年来真正左右我国现场体育课程基调的是国家统一制订的身体指标。这些评价指标在时间顺序上似乎出现在体育课程的末尾，但实际上它在课程操作整个过程中控制着具体的操作方式。对身体指标的追求不仅导致了对文化传承这一课程基本属性的违背乃至否定，其哲学基础因此也陷入了身心二元论的泥潭。在每学期不到40小时的运动时间这一条件下将身体评价指标和体育课程目标的实现之间划等号是违背科学的。而依据运动技能的高低评价学生的操作方式以及将体育课程中运动技能的获得落实在“使学生掌握到两项可以终身从事的运动技能（项目）”这一观点，同样反映出“体育课程是做什么的”这一课程设置的基本前提处于非清晰状态，因为将体育课程与终身体育的关系落实在特定运动技能的获得这一直接对应的思考方式本身就是对终身体育的误读和背离。 关键词：体育课程； 课程属性； 文化传承； 终身体育 中图分类号：G807.0 文献标识码：A 文章编号：1006-7116(2005)03-0005-05 |
JIA Qi1, ZHONG Yuan-jin2
| (1.College of Physical Education and Sport,Beijing Normal University,Beijing 100875,China;2.College of Physical Education,South China Normal University,Guangzhou 510631,China) Abstract: For decades, the ultimate standard that governs the basic contents of physical education curriculum in China is the body indices established by the state in a unified manner. These evaluating indices seem to appear at the end of physical education curriculum as per time order. However, they actually control specific operating manner during curriculum operation. It is these indices that are the true “steersman” who controls the “sailing direction”. Not only has the pursuit of body indices resulted in the violation and denial of cultural inheritance – the basic nature of this curriculum, but also has its philosophic foundation sunk into the morass of body and mind dualism. Under the condition of less than 40 hours sports time each semester, it is a violation of scientific common sense to consider that body evaluating indices are the same as the fulfillment of curriculum objectives. While the operating manner to evaluate a student in accordance with his/her performance of sports skill as well as the opinion that the requirement for the acquirement of sports skill in physical education curriculum should be set to “make a student master 2 sports skills (events) that can be engaged for a life time” have also reflected that the basic precondition of curriculum setting of “what is physical education curriculum for” is in a unclear condition, since the thinking manner itself to made a direct correspondence between the relation of physical education curriculum and lifetime sports and the acquirement of specific sports skill is a misinterpretation and deviation of lifetime sports. |
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