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核心素养视域下体育非线性教学的理论释义、 价值探求与实践探索
叶松东，贾晨 |
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浏览次数 741 
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(1.华南师范大学 体育科学学院，广东 广州 510006；2.广东第二师范学院 体育学院，广东 广州 510303) 摘 要：作为一种“信息-行为”耦合下冲破知识中心导向体育课程桎梏的探索式教学模式，体育非线性教学为学生核心素养的生成提供有力支撑。通过对这种以生态动力学为理论基础、以学生为中心，聚焦学习过程中学生、任务和环境间相互作用的探索式教学模式的探讨，归纳其创设代表性体育教学情境、调控关键性体育教学制约因素、简化复杂性体育教学任务设计、优化封闭性体育教学信息约束等实践原则；厘清体育非线性教学在注重学生身体主体性发展、强调多维体育情境开发、助推学生核心素养生成等层面的内在价值。最后提出实践路径：从主动设置探索性体育教学情境，创造感知-行为共同体；合理调适复合性体育教学任务，促进有意义的身体体验；有效引导学生运动行为自组织，形成体育学科核心素养。
关 键 词：学校体育；核心素养；体育非线性教学；生态动力学；探索性行为中图分类号：G807 文献标志码：A 文章编号：1006-7116(2023)05-0111-08
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Theoretical interpretation, value exploration, and practical implications of nonlinear teaching in physical education under the perspective of core literacy
YE Songdong，JIA Chen |
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| (1.School of Physical Education，South China Normal University，Guangzhou 510006，China；2.School of Physical Education，Guangdong University of Education，Guangzhou 510303，China) Abstract: As an exploratory teaching model to break through the shackles of knowledge center-oriented physical education curriculum under the coupling of "information-behavior", the nonlinear teaching in physical education provides powerful support for the generation of core literacy among students. Based on the theory of ecological dynamics and taking the students as the center, focusing on discussion of the interactive effect between students, tasks, and environmental during the learning process, this work concludes the following practical principles that creating representative learning situations, regulating critical constraining factors, simplifying complex task designs, and optimizing closed information constraints, and also clarifies the internal values from the nonlinear teaching in physical education including promoting the development of students' self-subjectivity, emphasizing the development of diverse physical education contexts, and accelerating the generation of students' core literacy. Lastly, the practical path has been also suggested, such as actively setting exploratory situations in physical education teaching to create perceptual-behavioral communities, reasonably adjusting constraining tasks in physical education teaching to promote meaningful physical experiences, and effectively guiding student self-organization on sport behaviour to help them generate the core literacy in the discipline of physical education. Keywords: school physical education；core literacy；nonlinear teaching in physical education；ecological dynamics；exploratory behaviour
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