王姗姗1，李乐虎2，王健2
(1.成都体育学院 体育教育学院，四川 成都 641419；2.华中师范大学 体育学院，湖北 武汉 430079)
摘 要：大概念统摄下体育与健康课程大单元教学是指以体育与健康学科大概念为单元统摄中心，以“学、练、赛、评”为单元组织核心，实现学生体育与健康学科知识与技能的深度习练与高通路迁移，旨在提升学生解决真实、复杂运动情境问题的能力及体育与健康课程核心素养的单元学习活动。基于新挑战、新任务、新需求，大概念统摄下体育与健康课程大单元教学有利于帮助学生掌握结构化的体育与健康学科知识与技能，并促成体育与健康学科知识与技能的高通路迁移及跨学科融合。针对体育与健康课程大单元教学实践中概念层次刻画不清、概念凝练过于精细、概念地图绘制不全、概念反馈环节不足等问题，应从厘清大概念、提取大概念、落实大概念、检验大概念等环节着手，把握好单元学习目标的关联性与进阶性，处理好单元学习任务的概括性与具体性，整合好单元学习内容的结构化与整体性，确保好单元学习评价的及时性与连续性。
关 键 词：学校体育；大概念；体育与健康学科大概念；体育与健康课程大单元教学；体育与健康课程核心素养
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2025)01-0140-10
Connotation value, existing issues, and resolution paths of big-unit teaching for physical education and health curriculum under the control of big concepts
WANG Shanshan1，LI Lehu2，WANG Jian2
(1.School of Physical Education，Chengdu Sports University，Sichuan 641419，China；2.School of Physical Education and Sports，Central China Normal University，Wuhan 430079，China)
Abstract: Under the guidance of big concepts, big unit teaching of physical education and health curriculum refers to a unit-based learning activity centered on the big concepts of the physical education and health discipline. It organizes the unit around the core elements of "learning, practicing, competing, and evaluating," aiming to achieve deep practice and high-pathway transfer of students' knowledge and skills in the physical education and health discipline, and the ultimate goal is to enhance students' ability to solve problems in real and complex sports situations and foster their core literacy in the physical education and health curriculum. Based on new challenges, new tasks, and new demands, big unit teaching of physical education and health curriculum under the guidance of big concepts is conducive to helping students grasp structured knowledge and skills in the physical education and health discipline, and promoting the high-pathway transfer and interdisciplinary integration of such knowledge and skills. In the practice of big unit teaching of physical education and health curriculum, issues such as unclear delineation of conceptual levels, overly refined condensation of concepts, incomplete mapping of conceptual frameworks, and insufficient feedback mechanisms need to be addressed. To tackle these issues, efforts should be made to clarify big concepts, extracting big concepts from the discipline content, implementing big concepts in actual teaching activities, and also testing the effectiveness and applicability of big concepts through teaching practice. Simultaneously, it is essential to grasp the relevance and progression of unit learning objectives, handling the generality and specificity of unit learning tasks, integrating the structure and integrity of unit learning content, and so as to ensure the timeliness and continuity of unit learning evaluation.
Keywords: school physical education；big concepts；big concepts of physical education and health discipline；big unit teaching of physical education and health curriculum；core literacy of physical education and health curriculum