新课标视域下义务教育中体育与健康课程改革的现实问题与实施策略

The Realistic Challenges and Implementation Strategies of Physical Education and Health Curriculum Reform in Compulsory Education under the New Curriculum Standards Perspective

积极贯彻落实《义务教育体育与健康课程标准(2022年版)》新理念对促进中小学生健康成长、全面发展具有重要意义。新课标视域下,义务教育体育与健康课程目标指向核心素养,其应然表征为系统性、结构性、完整性、情境性。本文采用文献资料法、逻辑分析法等研究方法,以教学目标、教学内容、教学过程、教学情境为分析框架,探讨了义务教育体育与健康课程的现实问题,提出了义务教育体育与健康课程的实施策略。研究认为,义务教育体育与健康课程改革仍然面临教学目标宽泛化、教学内容应试化、教学过程静态化、教学情境虚无化等现实问题。据此,提出了新课标视域下义务教育体育与健康课程改革的实施策略:以核心素养为引领,达成教学目标共识;以破除应试体育为举措,合理设计教学内容;以动静结合为依托,加强教学过程管理;以情境链为逻辑主线,构建真实教学情境。

The active implementation of the new concepts outlined in the Physical Education and Health Curriculum Standards of Compulsory Education(2022 Edition) holds significant importance in fostering the healthy development and comprehensive growth of primary and secondary school students.From the standpoint of the new curriculum standards,the objectives of compulsory education physical education and health curriculum are aimed at core competencies,characterized by their systematic,structural,complete,and situational nature.This study employs research methods such as literature review and logical analysis,utilizing teaching objectives,teaching content,teaching process,and teaching situations as the analytical framework to explore the practical challenges of compulsory education physical education and health curriculum and put forward implementation strategies.The study reveals that the reform of compulsory education physical education and health curriculum still grapples with practical issues such as broadened teaching objectives,exam-oriented teaching content,static teaching processes,and artificial teaching situations.Based on these findings,the paper proposes implementation strategies for the reform of compulsory education physical education and health curriculum under the new curriculum standards perspective:guiding with core competencies to achieve consensus on teaching objectives;taking measures to eliminate exam-oriented physical education and rationally design teaching content;relying on the combination of dynamic and static elements to strengthen teaching process management;and using situational chains as the logical mainline to construct genuine teaching situations.