身体素养的理论溯源、内在机理及其对我国幼儿体育教育的启示
Theoretical origins,internal mechanisms of physical literacy and its enlightenment to physical education for young children in China
梁坤 1庄弼2
作者信息
- 1. 广州体育学院 体育教育学院,广东 广州 510500;上海体育大学 体育教育学院,上海 200438
- 2. 华南理工大学 体育学院,广东 广州 510641;广东省学校体育创新发展研究中心,广东 广州 510641
- 折叠
摘要
以具身认知为根基的身体素养理论,从身体、认知、情感、行为 4 个维度揭示幼儿身体活动参与的整体性循环,指出幼儿体育活动应是具身性、体验性、综合性的身体活动,并针对性提出要转变教育理念,增进"具身性"理解;聚焦身体体验,推动幼儿体育回归"身体"本源;强化动作教育,夯实身体活动促动幼儿健全人格之根基;创设具身情境,构建健康生活与健康行为的可供性环境等建议,以期为幼儿体育教育变革提供理论框架及操作指引.
Abstract
Based on"embodied cognition",the theory of physical literacy reveals the overall cycle of young children's physical activity participation from the four dimensions of body,cognition,emotion,and behavior,and also points out that young children's physical activities should be"embodied",experiential and comprehensive physical activities,and specifically propose to change the educational concept and enhance the understanding of"embodiment";focusing on physical experiences and to promote young children's sports to return to the origin of"body";strengthening movement education and to consolidate physical activity in order to lay the foundation for young children's healthy personality;creating an embodied situation,building a healthy life and healthy behavior,to provide a theoretical framework and operational guidance for the reform of young children's physical education.
关键词
身体素养/幼儿体育教育/具身认知/身体体验/身体活动Key words
physical literacy/physical education of young children/embodied cognition/physical experience/physical activity引用本文复制引用
基金项目
广东省高等教育教学与改革项目(GD20YB348)
广东省普通高等学校特色创新类项目(2022WTSCX059)
出版年
2024
NETL
NSTL
万方数据