体育教学中默会知识的存在形式及习得路径

Existence Forms and Acquisition Paths of Tacit Knowledge in Physical Education Teaching

默会知识广泛存在于体育教学之中,精准识别体育教学中的默会知识,是深化认知、创新教法、提升质量的重要基础。该文以维特根斯坦对强弱默会知识的分类研究为理论依据,从学科知识阻隔、运动感觉具身性、运动技能情境依赖3个方面,论述体育教学中默会知识的存在形式及形成机理。以此为基础,结合体育教学实践,提出:运用“家族相似”整合跨学科知识;建立单项一体化课程,保持教学内容的连贯性;创设情境教学,促进学生对背景类知识的理解与把握等默会知识的习得路径。

Tacit knowledge widely exists in physical education teaching,and the accurate recognition of tacit knowledge in physical education teaching is an important basis for deepening cognition,innovating teaching methods and improving quality.With Wittgenstein's research on the classification of strong and weak tacit knowledge as a theoretical basis,this paper discusses the existence forms and formation mechanisms of tacit knowledge in PE teaching from three aspects:the barrier of subject knowledge,the embodiment of motor senses and the situational dependence of motor skills.Based on this,combined with physical education teaching practice,this paper puts forward the acquisition paths of tacit knowledge,such as using"family similarity"to integrate interdisciplinary knowledge,establishing a single integrated curriculum to maintain the coherence of teaching content,and setting up situational teaching to promote students'understanding and grasp of background knowledge.