新中国成立70年中小学体育与健康课程标准的演变及反思

Evolution and Reflection on National Physical Education and Health Curriculum Standards of Primary and Secondary Schools over the 70 Years in New China

体育与健康课程标准及教学大纲作为学校体育的法规性、指导性课程文件,既是学校体育理念的集中反映,也是指引体育教育发展的风向标。新中国成立70年来,中小学体育与健康课程历经8次变革,不断完善,并呈现以下演变特征:①体育课程价值取向从"社会中心"到"学科中心"再到"学生中心";②体育课程目标从侧重"双基"到"三维目标"再到"体育学科核心素养";③体育课程内容设置从"统一性、碎片化"到"灵活性、结构化";④体育课程实施从"指令"到"创生";⑤体育课程评价从"知识本位"到"能力本位"再到"素养本位"。同时,演变过程中出现以下质疑与争鸣:①异域体育教育理论本土化过程中的融合与冲突;②"宏大理论"与"教师实践"间的交接鸿沟;③"教师主导"与"学生主体"的流变与争鸣;④体育与健康课程标准的继承与发展。

The national curriculum standards and syllabus of physical education and health as a legal and guiding document for school physical education,is the reflection of the school physical education philosophy in each era,and also the guiding direction for the development of physical education. In the 70 years since the founding of the People’s Republic of China,with the eight-time of the physical and health curriculum reform in primary and secondery schools in China,some evolutionary characteristics are shown:①the physical education curriculum value orientation changes from "social-centered" to "discipline-centered" and then to "studentcentered";② the curriculum objectives shifts from "double-base" to "three-dimensional goal" and then to "the core literacy of the physical education discipline";③ the curriculum content goes from"uniformity and fragmentation"to"flexibility and structured";④ the curriculum implementation from "instruction" to "innovation";⑤ the evaluation from "knowledge-standard" to "capability-standard" and then to "literacystandard". By examining the changes above,the questions are put foreard thereafter:① the integration and conflict in the process of localization of foreign physical educational theory;②the gap between the "big theory" and "teachers’ practice";③ the evolution and contention of "teacher-led" and "student-centered";④ the inheritance and development of the standards for national physical education and health curriculum.