| （曲靖师范学院 体育学院，云南 曲靖 655000） 摘 要：为探寻体育教育学哲学基础的内涵，以身心观为切入点，追溯其在“具身化”哲学形成中的变化，清晰揭示“大脑-身体-环境”三者所构成的非线性动力系统的形成过程：胡赛尔身体的“交互主体性”明确了“身身”和“身心”的基本关系；海德格尔动态的“身体化”拓展了身体界限，以“此在”在世构建并规范“大脑-身体-环境”的体系结构；梅洛-庞蒂“身体化”的可逆性表明身体在“大脑-身体-环境”体系中的能动性作用，同时也将以“自为”身体活动为研究主题的体育科学提升至前所未有的高度。结合对Sport Pedagogy(体育教育学)和Physical Literacy(身体素养)理论框架的分析，阐释“具身化”哲学对体育教育学和身体素养的启示，并对身体素养的动态发展模型进行初步构建。 |
WANG Peng，WANG Ji-yan
| （School of Physical Education，Qujing Normal University，Qujing 655011，China) Abstract: In order to explore the connotations of the philosophical foundation of sport pedagogy, starting with the body-mind view, the authors traced its changes in the formation of “embodiment” philosophy, and clearly revealed the process of formation of the nonlinear dynamic system consisting of the trinity of “mind-body-surroundings”: Husser’s “inter-subjectivity” of the body specifies the basic relationship between “body-body” and “body-mind”; Heidegger’s dynamic “embodiment” expands the boundaries of the body, uses Dasein to establish and standardize the “mind-body-surroundings” system structure; Mero Ponty’s reversibility of “embodiment” indicates the body’s dynamic role in the “mind-body-surroundings” system, and also uplifts sports science that bases on “for itself” body activities as the research topic to an unprecedented height. Lastly, coupled with the analysis of the theoretical frameworks of sport pedagogy and physical literacy, the authors expatiated on “embodiment” philosophy’s inspirations to sport pedagogy and physical literacy, and preliminarily established a physical literacy dynamic development model. |
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