Physical Literacy的本土化:概念厘定、实践反思及应对

Physical Literacy(简称PL)是身体活动与健康促进领域的重要理念,也是新时代学校体育的开拓点之一。长期以来,学界对PL的认知存在争议或模糊不清,导致其在实践中出现了一定的迟滞和偏差,故对相关认知加以厘定与反思具有重要意义。研究认为:(1)从形式逻辑来看,我国学者构建的PL概念在内涵与外延上存在争议或误用。内涵方面,“素养”作为属概念规定了PL的内在特性;“体育素养”的转译窄化了PL的内涵,而译为“身体素养”更能体现PL的身体本源性;作为面向全民的基础生活素养,PL并非核心素养在体育学科的具体化,不宜将其与体育学科核心素养相等同。外延方面,部分PL的外延体系存在偷换“Physical”概念、子素养客体化、子素养相容等问题。(2)在本土实践中,对PL的评价被横向割裂,且纵向衔接不畅;PL的发展情境囿于学校,家庭、社区等校外情境应用不足。针对以上问题,该研究建议未来既要构建横纵贯通的评价体系,也要注意营造多样化的发展情境。

对我国体育素养概念的理解——基于对Physical Literacy的解读

Physical Literacy是当前国际体育教育学者关注的研究热点,与我国体育素养概念有着相似的背景、价值、特性和发展路径。在我国体育素养概念发展存在不足的情况下,可以借鉴Physical Literacy的概念进一步推动我国体育素养概念的发展。研究旨在:1)回顾我国体育素养的概念;2)系统阐释Physical Literacy的概念,在汉语环境中解释这一概念;3)参考Physical Literacy的价值为我国学界进一步发展体育素养的概念提供经验,也为我国学校体育的发展提供启示。通过文献梳理和比较分析:1)我国体育素养的概念存在"概念失真"、价值窄化、定义不清晰和属性不明确等不足;2)Physical Literacy概念可以被翻译为"体育素养",是人类在整个生命过程中维持身体活动所需的综合能力;3)借鉴Physical Literacy的价值和理念,我国体育素养的概念可以被理解为"人类在生命过程中获得利于全人生存发展的运动要素的综合,包括体育意识、体育知识、体育行为、体育技能、体质水平"。建议进一步理解体育素养概念的价值,通过扎实的操作研究和社会行动,探索体育素养概念的深层次价值。此外,学校体育环境是发展体育素养的有效环境。

对Physical Literacy的解读——基于体育教育工作者的视角

为进一步丰富和发展我国体育素养的理论研究,主要采用文献资料法,从体育教育育人的视角,对国外Physical literacy的内涵进行解读.研究认为Physical literacy以"具身化"(embodiment)作为哲学基础,同时融合Literacy丰富的教育要素,兼顾学校体育教育和竞技体育领域的需求,强调个性化的人通过处于特定情境中的身体感知体育运动,从而获得成为"完人"所具备的高级体育思维能力,保证人的一生可以胜任各种形式的身体活动.最后,基于具有教育意义的目标和我国的具体情况,从一名体育教育工作者的角度对体育素养的概念进行了界定,并对体育素养的过程特征进行了阐释.通过高质量的学校体育教育体系,使个体的一生都展现出体育素养,并应用于生活的各个方面.

Physical Literacy:内涵解读、中外对比及教学启示

采用文献资料法等,对当前国际研究热点——"体育素养"的内涵、特征进行解读,并与中国化体育素养概念进行横向对比。认为:国外提倡的体育素养具有概念哲学化、目标具体化、内涵扩大化和操作个性化等特点。中外体育素养的主要差异表现在理论认识层面,中国化体育素养缺乏哲学基础,更多认同为一种文化塑造和发展过程,未将培养"具有体育素养的个体"作为实现终身体育这一目标的可操作化手段。

Physical Literacy视域下我国学校体育教学改革的探究

通过对“Physical Literacy”的概念回溯,进一步理清“Physical Literacy”的概念内涵。从“反思学校体育培养目标,回归青少年学校体育教育的发展本质;统领终身体育发展进程,明确青少年学校体育教育的培养目标;致力体育融入生活,延伸青少年学校体育教育的教育效果;推进体育参与双轮驱动,注重青少年学校体育教育的教育目的”4个方面,分析“Physical Literacy”对我国青少年学校体育教学的价值启示。

Physical Literacy的本土释义:体育素养or身体素养---兼论Physical Literacy测评的能与不能

Physical Literacy作为一个西方舶来品,在本土释义过程中出现了“体育素养”与“身体素养”2种不同理解。在阐释Physical Literacy提出背景、内涵与理论基础之后,对比分析两种不同理解的论证思路,指出“体育素养”的释义是对具身性认知理论的忽视与窄化,也弱化了Physical Literacy的丰富内涵与意义。“身体素养”是更科学、合理的解读与阐释,符合当前中国体育发展现实情形。进一步分析国内外Physical Literacy的不同测评体系,指出当前的测评体系均未能较好诠释Physical Literacy概念中的具身性认知理论,并对Physical Literacy测评能与不能的问题进行探讨,最后提出我国身体素养测评的展望。

我国Physical Literacy研究述评

运用文献研究法与逻辑分析法对我国Physical Literacy研究进行学理综述发现,在Physical Literacy提出背景的研究中,“发展儿童早期运动的重要性”以及“存在主义与现象学等哲学理论的发展”这两个背景被我国学者忽视;当前学界普遍认同“动机与信心、身体能力、知识与理解”是Physical Literacy的关键构成要素;身心一元、具身认知是Physical Literacy理念的哲学基础,而马克思主义全面发展学说并不是;我国学者对Physical Literacy培养路径的研究局限于解读与阐释层面,缺乏批判与质疑精神。进一步研究提出未来我国Physical Literacy研究的思路:一是充分解构与阐释Physical Literacy理念内涵和哲学基础,辨析身体素养与体育素养二者异同;二是研究我国各年龄阶段人群Physical Literacy核心要素,构建符合我国国情的Physical Literacy内容框架;三是研发我国各年龄阶段人群Physical Literacy评价指标,构建立足我国人民体质特征的Physical Literacy测评体系;四是展开我国各年龄阶段人群Physical Literacy实证调研,研究我国各年龄阶段人群Physical Literacy培育路径与发展政策。

Unpacking the physical literacy concept for K-12 physical education:What should we expect the learner to master?

The term “physical literacy” is gaining traction in many countries and institutions as a goal for physical education. This paper explores the concept of physical literacy and highlights the foundational work in this area, particularly that of Margaret Whitehead. The relationship of physical literacy to physical education is also discussed with potential ramifications for teachers and learners who adopt physical literacy as the goal of the subject area.

Physical literacy in the field of physical education——A challenge and a possibility

Publications of articles with physical literacy as a topic have increased dramatically since the beginning of 2000 s. The aim of this paper is to,through an explorative literature overview with an inductive approach, analyze frequent, and significant themes in published peer reviewed articles,with a focus on physical literacy. The database EBSCO has been used with the identifiers “physical literacy” and “physical literacy and evidence”.Furthermore ICSSPE Bulletin＇s special issue on physical literacy has been included in the overview. The findings have resulted in three key themes： assumptions of the concept physical literacy and its educative role, sports development and physical literacy, and assessment and physical literacy. Future studies are needed to examine if the advocated pedagogical strategies based on the concept physical literacy have led to a reorganized and revitalized school subject. There is also an existing critique towards making physical literacy an idealistic neutral concept or synonym with fundamental movement skills or sports talent identification. The role of higher education emerges as crucial for the next step of the development of the scientific framework as this involves how physical literacy will be socially configured, nurtured, and embodied in practice.Copyright ó 2015, Shanghai University of Sport. Production and hosting by Elsevier B.V. All rights reserved.

Operationalizing physical literacy for learners: Embodying the motivation to move

Physical literacy is a concept that is expected to encompass the mind and body in an integrated way to explain, promote, and help sustain human beings＇ fundamental function： movement. According to Whitehead（2010）, physical literacy is defined by motivation, especially by competence-based and interest-based motivation. This point of view is consistent with vast amount of research evidence on children and adolescents＇ physical activity behavior. In the article I attempt to interpret and operationalize physical literacy from a perspective that children＇s motivation in physical education is both an innate mental disposition and an acquired/learned attribute. Particularly I rely on the conceptual learning theory and motivation regulation mechanisms of the self-determination theory to argue that in physical education, children should experience tasks that inspire them to embody competence and interest along with self-regulation strategies necessary for developing and sustaining the motivation to move.

Contextualizing physical literacy in the school environment: The challenges

The intent of this paper is to conceptualize physical literacy in the school environment within the United States educational system. Evolution of physical literacy from both a general education and disciplinary focus is overviewed. The challenges of transitioning from a physically educated to a physically literate person as the primary learning outcome of physical education may inhibit progress. Five prioritized recom- mendations are made to assist teachers in overcoming such barriers： （a） whole of school approach, （b） effective, differentiated pedagogy, （c） integration of technology for individualized tracking of progress, （d） supportive school climate, and （e） alignment of local efforts with national initiatives.

Discussion on the Cultivation of the Core Quality of Middle School Students’ Physical Education in Primary School Physical Education Teaching

In the context of quality education,a wider exploration of physical education has been carried out,but at the same time higher requirements have been put forward for school sports courses.It is essential to pay attention to the teaching and training of physical knowledge and skills in physical education training as well as cultivate the core physical literacy of primary school students.The core quality of physical education is the main part of the basic quality of primary and middle school students,which is of great significance to their learning and development.This article will explore the training methods of primary and middle school students’basic quality in school physical education courses for reference.

基于physical literacy的云南省基础教育体育课程衔接构想研究

通过文献分析等研究方法,总结归纳了当前我国基础教育体育课程衔接现状以及采用的策略和方法。以此为基础通过问卷调查法、结构式访谈法深入分析了当前云南省基础教育体育课程衔接现状;认为云南省基础教育体育课程衔接现状并非良好,经历整个基础教育体育课程的大学生是其真实写照;提出建立以physical literacy为顶层设计的基础教育体育课程衔接路径。

The prevalence of health literacy of Chinese residents for infectious disease between 2011 and 2015： findings from a meta-analysis

Objective： To systematically investigate the prevalence of health literacy of Chinese residents for infectious disease between 2011 and 2015. Methods： The eligible studies were identified by searching China National Knowledge Infrastructure （CNKI）, Wanfang database and Chinese Scientific and Technical Periodicals Database. After abstracted in- formation and appraised the risk of bias of all eligible studies, Stata software versionl2.0 was used to perform statistical analysis. Results： A total of 35 cross-sectional studies, including 94631 residents, were finally included in the present study. All eligible studies were appraised as to have the quality of more than 14 grades. Meta-analysis revealed that the prevalence of health literacy of Chinese residents for infectious disease between 2011 and 2015 was 20.00% （95% CI, 18% to 23%）. Conclusion： The prevalence of health literacy of Chinese resident for infectious disease be- tween 2011 and 2015 are extremely low. And thus, it is essential to take targeted health education program depending on the characteristics of diverse group of people in order to improve the overall health of Chinese resident.

Analysis of the Physical Education Teaching Path in Primary and Secondary Schools Under the Guidance of Core Literacy

Since the 2018 National Education Conference in China,physical education has gained importance as a whole,and the development of physical literacy education and teaching has been promoted.In order to ensure high-quality physical education teaching in primary and secondary schools in the new era,it is necessary to take core literacy as the guide to further improve the level of physical education in primary and secondary schools.This article emphasizes the importance of physical education in primary and secondary schools in the new era and analyzes the need of primary and secondary schools for core literacy-oriented physical education.On this basis,targeted suggestions are proposed from three aspects:new concept,new technology,and new evaluation.

One-day seminar for residents for implementing abdominal pocketsized ultrasound

Despite its proven high utility,integration of pocked-sized portable ultrasound(US)into internal medicine residency training remains inconsistent.For 10 years,we have held a 1-d seminar biannually,consisting of lecture(half-day)and handson training(half-day)on pocket-sized US of the abdomen and lungs.The lecture consists of training on US physics and clinical applications of pocket-sized US,followed by a lecture covering the basic anatomy of the abdomen and lungs and introducing the systemic scanning method.Given the simple structure of pocketsized US devices,understanding the basic physics is sufficient yet necessary to operate the pocket-sized US device.It is important to understand the selection of probes,adjustment of B mode gain,adjustment of color gain,and acoustic impedance.Basic comprehension may have a significant positive impact on the overall utilization of pocket-sized US devices.The easiest and most reliable way to observe the whole abdomen and lungs is a combination of transverse,sagittal,and oblique scanning,pursuing the main vascular system from the center to the periphery of the organ in the abdomen and systemic scanning of the pleura.There is usually a marked change in knowledge and attitudes among the program participants,although skill gaps remain among them.We discuss the limitations and problems to this education system as well.

Information behaviors of Chinese K-12physical education teachers:A survey study

Purpose: Given the unique characteristics of physical education(PE) teaching in K-12education,PE teachers' information behaviors deserve special attention.This article reports a survey study of PE teachers' information behaviors,covering information literacy skills and behaviors of information seeking and information use.Design/methodology/approach:A questionnaire survey was conducted of K-12 PE teachers in the Tianjin municipal region of China,with a response rate of 61.9%.Findings:PE teachers lack skills with information retrieval systems in general.The Internet continues to be their primary information source,and they rely more on personal collection and colleagues than the school library for teaching materials.They rarely develop a searching strategy,employ querying tactics,or use advanced search functions,and they tend to be content with finding a few relevant articles.Research limitations:The survey is limited to the Tianjin municipal region in scope.Though attempting to reach 210 participants from 40 schools,it yielded only 130 valid responses.A larger survey covering more regions and with greater responses may be useful.Practical implications:Insights from this study inform the educational and on-job training of K-12 PE teachers to improve their information literacy skills.Originality/value:Little research exists on PE teachers' behaviors of information seeking.This study bridges the gap and enriches our understanding of K-12 teachers' information behaviors.

The Evaluation of Educational Literacy of Physics Students in Normal Universities Under China’s Professional Certification System

This article discusses the connotation of the evaluation of educational literacy of physics students in normal universities,provides the evaluation criteria for students’teaching ability,improves the evaluation composition of educational literacy of physics students in normal universities,and provides the score distribution of the 10 items in educational literacy,in hope to improve the training quality of university students.

2021年我国城乡居民健康素养水平及其影响因素研究

目的分析2021年我国城乡居民健康素养水平及其影响因素,为今后开展健康教育干预工作、制定相关卫生健康政策提供科学依据。方法2021年1—10月,采用多阶段分层整群概率抽样方法抽取全国15~69岁城乡居民进行问卷调查。采用二元Logistic回归模型分析影响居民健康素养水平的主要因素。结果经加权调整后,2021年城市居民和农村居民健康素养水平分别为30.70%和22.02%。多因素Logistic回归分析结果显示:城市居民方面,以西部地区为参照,东部地区居民健康素养水平的OR值为1.372(95%CI:1.244~1.512);以15~24岁年龄段为参照,35~44岁年龄段居民健康素养水平的OR值为1.367(95%CI:1.140~1.640),65~69岁年龄段居民健康素养水平OR值为0.687(95%CI:0.553~0.854);以小学及以下文化程度为参照,初中、高中/职高/中专、大专及以上文化程度居民健康素养水平的OR值分别为1.849(95%CI:1.581~2.163)、3.471(95%CI:2.958~4.073)、7.564(95%CI:6.472~8.841)。农村居民方面,以西部地区为参照,东、中部地区居民健康素养水平OR值分别为1.595(95%CI:1.434~1.774)、1.587(95%CI:1.374~1.833);以15~24岁年龄段为参照,35~44岁年龄段居民健康素养水平OR值为1.546(95%CI:1.234~1.936),65~69岁年龄段居民健康素养水平的OR值为0.770(95%CI:0.598~0.993);以小学及以下文化程度为参照,初中、高中/职高/中专、大专及以上文化程度居民健康素养水平OR值分别为2.390(95%CI:2.139~2.669)、5.235(95%CI:4.548~6.025)、12.816(95%CI:10.926~15.033)。结论2021年我国城乡居民的健康素养水平均有进一步提升,但仍有较大上升空间,不同地区、年龄和文化程度对城乡居民健康素养的影响程度不同。

从学习进阶到内容重构:基于情境链的体育与健康课程大单元的内部构建

情境链是体育与健康课程大单元教学内容重构的重要支撑,能有效解决中小学体育教学实践中的教学内容低级重复、情境创设连贯性较弱和延展性不够等问题。基于情境链的体育与健康课程大单元教学重视链式整合的课程样态,依托递进的情境进行专项运动技能的有效学练,通过情境链串联目标、任务、内容等课程元素,整体规划体育与健康课程大单元的学习路径。情境认知理论、境脉学习理论与学习进阶理论为情境链的深入理解提供了理论基石与实操框架。结合三大理论的基本要素探讨基于情境链的体育与健康课程大单元的构建流程,聚焦核心素养的整体性,通过水平二“篮球保护和控制球能力的提升”大单元主题案例,从“精准分析学情,确立大单元学习目标”“提取关键概念,规划大单元学习路径”“串联进阶元素,重构大单元学习内容”“基于真实情境,评价学生的学习表现”展现完整的情境链研究。