核心素养导向下体育学习目标设计的现状、争议、定位与对话

Current Situation,Controversy,Positioning,and Dialogue of Physical Education Learning Objective Design under the Guidance of Core Competency

基层体育教师以布卢姆教育目标分类框架(包括认知、技能、情感,以下简称“布卢姆目标框架”)进行学习目标设计时,难以全面、深入地观察和评析学生体育与健康核心素养的达成水平,因此存在“摒弃布卢姆目标框架”和“质疑核心素养导向下体育学习目标设计的可操作性”两大争议,深究争议的症结在于未廓清分类学意义上的布卢姆目标框架与发生学意义上的体育与健康核心素养的理论定位。从理论定位看,布卢姆目标框架为观察、解析和鉴赏学生体育与健康核心素养的发生过程提供了可行的分析框架。对此,提出基于核心素养课改理念弥补布卢姆目标框架在教学实践中的不足、依托布卢姆目标框架推进体育与健康核心素养落实的对话融合路径。

Grassroots physical education teachers generally design their learning goals based on the Bloom's classification system of educational objectives(cognition,skills,emotions,hereinafter referred to as the Bloom goal framework),but it is difficult to comprehensively and deeply observe and evaluate the level of achievement of students'core competencies in sports and health.Therefore,there are always two major controversies of"abandoning the Bloom goal framework"and"questioning the operability of sports learning objective design under the guidance of core competencies".The crux of the controversy lies in the lack of a clear understanding of the theoretical positioning of the Bloom goal framework in the sense of taxonomy and the core competencies in sports and health in the sense of embryology.From a theoretical perspective,Bloom's classification system of educational objectives provides a feasible analytical framework for observing,analyzing and appreciating the process of students'core competencies in sports and health.In this regard,a dialogue and integrated path based on the core competency curriculum reform concept is proposed to make up for the shortcomings of Bloom goal framework in teaching practice on one hand,and to promote the implementation of core competencies in sports and health by relying on Bloom goal framework on the other hand.