Theoretical review, logical starting point and development suggestions for the implementation of core literacy teaching for physical education and health XUE Zhaoming1，GAO Sheng1，MA Dehao2
(1.School of Physical Education，Anhui Normal University，Wuhu 241002，China； 2.School of Physical Education and Health，East China Normal University，Shanghai 200241，China)Abstract:The new curriculum reform requires physical education teaching to change from knowledge orientation to literacy orientation. In reality, grassroots physical education teachers have a vague understanding of physical education and health knowledge to the core literacy of physical education and health, which hinders the process of literacy orientation curriculum reform to a certain extent. The research holds that the dilemma of physical education teaching practice under knowledge orientation is manifested as the separation of knowledge of content and method, the separation of physical practice and rational cognition, and the separation of fragmented technology and comprehensive application. The subject knowledge of physical education and health under the literacy orientation includes three characteristics: generative, embodied and holistic. Then, the generation mechanism, conditions and construction process of student learning under the literacy orientation are explained, and the generation and deduction model of physical education and health core literacy is constructed from this logical starting point. Based on the important links and key issues in the course of generation and deduction, this paper puts forward some suggestions on the teaching development of physical education teaching practice activities with a large concept, and integrating physical education and health subject knowledge with large unit teaching, as well as building a learning community to promote students' deep learning.
Keywords: core literacy of physical education and health；physical education teaching；literacy orientation；knowledge orientation；large concept；large unit teaching