（1.华东师范大学 体育与健康学院，上海 200241；2.华东师范大学 青少年健康评价与运动干预教育部 摘 要：基于布鲁纳认知结构学习理论、皮亚杰建构主义理论和杜威经验活动论，对体育课结构化技能教学的内涵与应用路径进行探析。结构化技能教学的内涵强调摒弃单个知识技能教学，倡导以两个或以上的内容或手段组合学练方式设计层次感和关联性突出的体育教学课堂，用体育活动展示和比赛形式呈现。提出体育课结构化技能教学的应用路径：(1)课程目标贯彻体育学科核心素养的理念和诉求；(2)课程内容反映体育学科的基本结构，在活动和比赛中学以致用；(3)课程实施创设复杂运动情境，鼓励发现和探究学习；(4)课程评价指向运动技能深度学习的表现性评价。 |
WANG Le1，2，XIONG Ming-liang3
（1.School of Physical Education and Health，East China Normal University，Shanghai 200241，China；2.Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education，Shanghai 200241，China；3.Faculty of Students’ Work，Hunan First Normal University，Changsha 410205，China) Abstract: Based on Bruner’s cognitive structure learning theory, Piaget’s constructivist theory and Dewey’s em-pirical activity theory, the authors probed into the connotations and application paths of structuralized skill teaching in physical education classes. The connotations of structuralized skill teaching emphasize abandoning single knowledge skill teaching, advocate designing sense of depth and relevancy highlighted physical education class-rooms in such a way of learning and training as that two or more contents or means are combined, using physical activity display and competition form presentation. The authors put forward 4 application paths:1) curriculum ob-jective: implementing the conception and appeal of physical education disciplinary core attainments; 2) curriculum content: reflecting physical education disciplinary basic structures, applying what are learnt in activities and compe-titions; 3) curriculum implementation: creating complex sports scenarios, encouraging discovering and explorative learning; 4) curriculum evaluation: pointing to the performance evaluation of in-depth sports skill learning. |
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