张兰捷，汪流，张克豹
(首都体育学院 休闲与社会体育学院，北京 100191)
摘 要：美国于2024年颁布的《国家体育教育标准》(第4版)以全人教育理念为统摄，系统重构了体育课程的目标指向、结构体系与实施路径，为我国体育课程标准的优化提供了关键参照。研究以全人教育的核心内涵为逻辑起点，剖析美国《国家体育教育标准》(第4版)修订的核心特征，提炼对我国中小学体育课程标准优化的启示。研究认为，全人教育视域下美国《国家体育教育标准》(第4版)修订的核心特征包括：以个体终身发展为指向的全人目标、以学习领域协同联结为核心的系统内容、以有意义的体育为导向的教学实践、以促进个体成长为目标的评价体系和以多元变量支撑为基础的教学环境。结合我国中小学体育课程标准修订的现实需要，归纳出5点启示：(1)厘清核心素养的内涵特征，构建纵向贯通的课程目标体系；(2)凸显课程内容的内在联结，探索本土化社会情感学习路径；(3)逆向设计大单元整体教学，强化项目整合学习的完整体验；(4)构建整体评价的指标体系，完善循证导向的评价反馈机制；(5)明确教学环境的构成要素，提升体育教师的环境设计能力。
关 键 词：学校体育；全人教育；体育课程；课程标准；美国
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2026)05-0110-11
Characteristics and implications of revision of theUnited StatesNational Physical Education Standards (4th edition) from the perspective of holistic education
ZHANG Lanjie，WANG Liu，ZHANG Kebao
(College of Leisure and Social Sports，Capital University of Physical Education and Sports，Beijing 100191，China)
Abstract: The National Physical Education Standards (4th Edition) issued by the United States in 2024 is guided by the concept of holistic education, which systematically restructures the goal orientation, structural system and implementation paths of physical education curriculum, providing a critical reference for the optimization of China’s physical education curriculum standards. Taking the core connotation of the holistic education as logical starting point, this study analyzes the core characteristics of main revisions in the United States National Physical Education Standards (4th edition), and refines local implications for the improvement of physical education curriculum standards in Chinese primary and secondary schools. The study holds that the core characteristics of the revision of National Standards for K-12 Physical Education (4th Edition) in the United States from the perspective of holistic education are as follows: the holistic goals oriented towards individuals' lifelong development, different learning fields are connected in course content, meaningful physical education is used in teaching practice, promotion of individual growth is considered in evaluation system, and teaching environments provide diverse variables as the support. Finally, combined with the practical demands for the revision of physical education curriculum standards in Chinese primary and secondary schools, five implications have been proposed: (1) clarifying the connotation and attributes of core literacy, and constructing a vertically coherent curriculum goal system; (2) highlighting the internal connection of curriculum contents, and exploring the localized social-emotional learning pathways; (3) adopting backward design for the total large-unit teaching, and strengthening the whole experience of project-based integrated learning; (4) establishing a complete evaluation indicator system, and improving the evidence-based evaluation and feedback mechanism; (5) clarifying the constituent elements of the teaching environment, and enhancing physical education teachers’ capabilities in environmental design.
Keywords: school physical education；holistic education；physical education curriculum；curriculum standards；theUnited States