（1.School of Physical Education and Health，East China Normal University，Shanghai 200241，China；2.Key Laboratory of Adolescent Health Assessment and Exercise Intervention of Ministry of Education，Shanghai 200241，China；3.Faculty of Students’ Work，Hunan First Normal University，Changsha 410205，China) Abstract: Based on Bruner’s cognitive structure learning theory, Piaget’s constructivist theory and Dewey’s em-pirical activity theory, the authors probed into the connotations and application paths of structuralized skill teaching in physical education classes. The connotations of structuralized skill teaching emphasize abandoning single knowledge skill teaching, advocate designing sense of depth and relevancy highlighted physical education class-rooms in such a way of learning and training as that two or more contents or means are combined, using physical activity display and competition form presentation. The authors put forward 4 application paths:1) curriculum ob-jective: implementing the conception and appeal of physical education disciplinary core attainments; 2) curriculum content: reflecting physical education disciplinary basic structures, applying what are learnt in activities and compe-titions; 3) curriculum implementation: creating complex sports scenarios, encouraging discovering and explorative learning; 4) curriculum evaluation: pointing to the performance evaluation of in-depth sports skill learning.
Key words: school physical education；structuralized teaching；curriculum structure；core attainment |
