体育与健康跨学科主题学习设计的思维原则、实施模型与实践案例
Principles of Thinking,Implementation Model and Practice Case of Interdisciplinary Thematic Learning Design in Physical Education and Health
刘皓晖 1沈武旗 2刘恒洋 1廖自园 3郭振 1刘波1
作者信息
- 1. 清华大学体育部,北京 100084
- 2. 重庆市巴蜀中学校,重庆 400013
- 3. 广东第二师范学院体育学院,广东 广州 510303
- 折叠
摘要
《义务教育体育与健康课程标准(2022年版)》首次将跨学科主题学习纳入课程内容,探索如何推进体育与健康跨学科主题学习设计成为当前重要的研究课题.经研究认为,开展体育与健康跨学科主题学习设计时应秉持凸显体育的育人性、彰显学科的独特性、反映现实的复杂性、强调学生的主体性、追求评价的综合性的思维原则.基于此,构建了体育与健康跨学科主题学习设计的CIPTE实施模型,具体涵盖核心素养为纲的学习目标(Core Competencies,C)、大概念(Big Idea,I)、问题链(Problem Chain,P)、任务群(Task Group,T)、学习评价(Evaluation,E)5个要素,并呈现了"忠诚的祖国卫士"体育与国防教育跨学科主题学习(水平四)实践案例.
Abstract
The Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition)incorporates interdisciplinary thematic learning(henceforth referred to as ITL)into the curriculum for the first time,and thus it is crucial to explore how to promote the design of ITL in physical education and health.The study concluded that the design of interdisciplinary thematic learning in P.E.and health should uphold the thinking principles of highlighting the nurturing nature of PE,demonstrate the uniqueness of the discipline,reflecting the complexity of reality,emphasizing the subjectivity of students,and pursuing the comprehensiveness of evaluation.Based on this,the CIPTE Modelof ITL design for PE and health is constructed,which mainly covers:Core Competencies based objective(C),Big Idea(I),Problem Chain(P),Task Group(T),and Evaluation(E),and presented a practical example of interdisciplinary thematic learning"Loyal defenders of the motherland"(level 4)in physical education and national defense education.
关键词
跨学科主题学习设计/体育学科核心素养/义务教育体育与健康课程标准(2022/年版)/实施模型Key words
interdisciplinary thematic learning design/physical education disciplinary core competencies/Physical Education and Health Curriculum Standards for Compulsory Education(2022 Edition)/implementation model引用本文复制引用
出版年
2024
NETL
NSTL
万方数据