体育教学中的弱具身与强具身及其相互促进作用阐析

Analysis on the Mutual Promotion between Weak Embodiment and Strong Embodiment in Physical Education Teaching

在反思体育教学具身转向问题的基础上,分析体育教学中不同具身程度的内涵,为新课标落地实施提供学理分析依据。体育教学天然具有具身性,不同教学方式的差别实质上源自具身程度的差异。技术讲解与理论学习属于弱具身活动,结构化教学和比赛属于强具身活动,碎片化单一技术练习则属于一般的具身活动。最新的教育教学理念所强调的建构“学、练、赛”一体化课程教学体系,非常重视强具身层面的结构化教学,但并非意味着以讲解、理论学习为代表的弱具身活动无足轻重,实质上好的讲解、视频学习能够增强学生在练习和比赛后的反身效应,理论学习将符号化的运动技术叠加到运动本身,形成更强的运动内隐记忆,进而反过来促进整体运动能力的提高。高质量的体育运动不仅是“物理-肌体”活动,更是充满智慧的“身-心”运动。因此,弱具身与强具身在体育教学中是相互促进的整体,不应以二元对立的观点对待之,一元论和整体化的体育教学才真正有助于青少年体育素养的形成。

Based on the reflection on the shift towards embodied cognition in physical education teaching,the analysis of the different levels of embodiment in physical education provides a theoretical analysis basis for the implementation of the new curriculum.Physical education is inherently embodied,and the effectiveness of different teaching modes essentially stem from differences in embodiment level.Technical explanation and theoretical learning are weak embodied activities;structured teaching and competition are strong embodied activities;and fragmented single-technique practice falls under the category of general embodied activities.The latest education teaching approach emphasizes the construction of an integrated curriculum teaching system of“learning,practice,and competition”,and attaches great importance to structured teaching at the level of strong embodiment,but it does not mean that weak embodied activities represented by explanations and theoretical learning are insignificant.In fact,well-crafted explanations and video observations can greatly enhance a student's reflective ability after practice and competition.Theoretical learning adds symbolic sports techniques to practical experience,developing a more implicit athletic memory and ultimately improving comprehensive athletic ability.High quality sports are not simply physical and body activities,but also“body-mind”endeavors that require wisdom and critical thinking.Therefore,rather than seeing weak and strong embodiment in physical education teaching as binary opposites,we should view them as a mutually reinforcing whole.An integrated approach to physical education teaching is key to promoting a holistic sense of physical literacy among students.Only a monistic and holistic physical education teaching can truly contribute to the formation of young people’s physical literacy.