郝俊1，邓若锋2
(1.东北师范大学 体育学院，吉林 长春 130024；2.广州市增城区增城中学，广东 广州 511300)
摘 要：主要讨论基于体育学科视角的体育与健康课程大概念教学，即培育学生核心素养的大概念教学实施与操作。从大概念是反映专家思维典型特征的概念、大概念教学指向解决真实性问题的素养、大概念教学是核心素养培育的具体化操作3个方面，对体育与健康课程大概念教学进行认知理解；提出梳理体育学科基本事实确定大概念类型、从学科核心素养的培育选择大概念主线、依据运动技能学习层次区分大概念层级3个大概念提取路径；结合体育学科的特性和大概念教学的内涵、核心素养培育与学生认知发展过程的关系、大概念层级的迁移与真实生活情境等构建体育与健康课程大概念教学的结构模型。在此基础上，提出体育教师要形成大概念教学的思维方式、给学生提供大概念学习的基本概念、用大概念控制体育知识和技能学练生成3个操作向度以及采用大单元教学整体设计为构型的实施、进行深度学习理解的单元教学目标设计、选择具有一定潜能的体育学习内容材料、让学生主动进行学练情境与经验的对质、需要引导学生自主构建体育大概念学习5个操作要点。
关 键 词：学校体育；体育与健康课程；大概念教学；核心素养；专家思维
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2025)06-0130-09
The understanding and practical thinking on the big concept teaching for physical education and health courses
HAO Jun1，DENG Ruofeng2
(1.School of Physical Education，Northeast Normal University，Changchun 130024，China；2.Guangzhou Zengcheng Middle School，Guangzhou 511300，China)
Abstract: This paper mainly discusses the big concept teaching for physical education and health courses from the perspective of sports discipline, namely the implementation and operation of big concept teaching to cultivate the core literacy for students. This paper gets cognitive understanding from the big concept teaching for the physical education and health courses from three aspects: the big concept is the concept that reflects the typical characteristics of expert thinking, the literacy that the big concept teaching points to is to solve the real problems, and the big concept teaching is the concrete operation of core literacy cultivation. Three big concept extraction pathways are proposed: sorting out the basic facts of physical education to determine the types of big concept, selecting the main line of big concept from the cultivation of core literacy of the discipline, and distinguishing the big concept levels based on the learning level with motor skills. Combined with the characteristics of physical education discipline and the connotation of big concept teaching, the relationship between the cultivation of core literacy and the cognitive development process of students, the transfer of big concept levels and the real life situations, the structural model of the big concept teaching for physical education and health courses has been built. Based on those mentioned above, the paper proposes three operational directions that physical education teachers need to form a thinking way of big concept teaching, to provide students with the basic concepts of big concept learning, and to take the advantage of big concept to control the learning, exercising and generation of sports knowledge and motor skills for students. Meanwhile, five operational points are also provided, namely the implementation by overall design of large-unit teaching, the unit teaching objectives design for deep learning and understanding, selecting the sports learning materials with certain potential, letting students take the initiative to confront the learning and exercising circumstances with experience, and guiding students to independently set up the big concept learning for physical education.
Keywords: school physical education；physical education and health courses；big concept teaching；core literacy；expert thinking