摘要
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.
作者
罗海平
全朝云
蒋建国
LUO Haiping;QUAN Zhaoyun;JIANG Jianguo(Hengyang Normal University,Hengyang,Hunan Province,421001 China;Shigu District Education Bureau,Hengyang,Hunan Province,421001 China;Yongzhou Sports School,Yongzhou,Hunan Province,425000 China)
出处
《当代体育科技》
2024年第2期69-72,共4页
Contemporary Sports Technology
基金
衡阳师范学院院级教改项目(项目名称:默会知识理论视域下独立学院一体化体育课程实施研究,项目编号:NJY202108)
湖南省普通高校教学改革研究项目(项目名称:“一校一品”模式下湖南省中小学田径课程组织理论与实践研究,项目编号:HNJG-2021-0788)。
关键词
体育教学
默会知识
存在形式
习得路径
Physical education teaching
Tacit knowledge
Existence form
Acquisition path