| （1.西安铁路职业技术学院 体育教研室，陕西 西安 710014；2.陕西师范大学 体育学院，陕西 西安 710062） 摘 要：对游戏的认识有认识论意义的和本体论意义的。从本体论的意义看来，游戏是人及其活动的存在方式，因此，得出“体育教学是游戏”的命题。本体论意义的游戏属性，揭示了体育教学中的人和教学过程两个核心要素，揭示了体育教学既是认识过程又是交往过程这一本质所在。生成了体育教学，教师自我偏离和学生认识偏离的严肃、合作的师生观，以“创读”为方式的创新的体育课程观，将脑力与体力相结合处于自由展开状态下的风险、整体、自由的教学过程观。 |
QIANG Jun1，SHI Bing2
| （1.Department of Physical Education，Xi’an Railway Vocational & Technical Institute，Xi’an 710014，China；2.College of Physical Education，Shanxi Normal University，Xi’an 710062，China） Abstract: Games are perceived epistemologically and ontologically. From the perspective of ontology, games are a way of existence for human beings and their activities. Therefore, the authors derived such a proposition as “physi-cal education teaching is a game”.The nature of ontological games has revealed such two core elements as the peo-ple and teaching process in physical education teaching, as well as such an essence as that physical education teach-ing is a process of perception and a process of association as well. The authors developed a serious cooperative teacher and student view about teacher’s self-deviation and student’s perceptional deviation in physical education teaching, an innovative physical education curriculum view in the form of “creative reading”, and a risky, holistic and free teaching process view that combines mental intelligence with physical strength in a freely developing con-dition. |
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