“身体教养”视角下的学校体育新思考

发布时间：2018-04-23 19:14

本文选题：身体教养 + 学校体育　；参考：《西安体育学院学报》2017年06期

【摘要】：在梳理中西方"身体""教养"与"教育"理论的基础上,将"身体教养"定义为"以身体为起点,通过学校体育这一特定的教育与训练环境,增强体质,培养身体解读能力、身体抵御能力、身体适应能力及身体批判能力,改良身体意识与身体体验,形成体育习惯",并进行了系统阐述。研究认为,青少年体质困局与学校体育教育偏差,社会主流价值与"身体符号"示范负向强化、环境对身体的挑战,以及传统体态、仪态规训礼制的淡化与消亡构成了身体教养理念提出的现实语境。最后,确立学校体育"健康第一"的核心地位与"身体能力"培养的方针、培养学生身体意识、引导学生崇尚身体美与修身思想、体育教师改良身体教育方式、学校体育工作遵循时空规律与系统化的5点举措。
[Abstract]:On the basis of combing the theories of "body" "upbringing" and "education" in China and the West, the author defines "physical upbringing" as "taking the body as the starting point, strengthening the physique and cultivating the ability of body interpretation through the specific educational and training environment of school physical education." Body resistance ability, body adaptability ability and body critical ability, improve body consciousness and body experience, form sports habit ", and have carried on systematic elaboration." It is believed that the physical difficulties of teenagers and the deviation of physical education in schools, the negative strengthening of social mainstream values and "body symbols", the challenges of the environment to the body, and the traditional posture, The desalination and extinction of ritual system constitute the realistic context of the concept of physical education. Finally, we should establish the core position of "health first" and the principle of "body ability" in school physical education, train students' body consciousness, guide students to advocate body beauty and self-cultivation thought, and improve the way of physical education. The school sports work follows the time and space law and systematization of five measures.
【作者单位】：广东工业大学体育部;广东培正学院;
【基金】：教育部人文社会科学研究青年基金项目(15YJC890038) 广东省教育厅重点平台建设跃升计划及重大项目与成果培育计划立项项目(粤教科函[2015]3号) 广东省高校教育教学改革项目(GDJG20142491) 广东教育教学成果奖(高等教育)培育项目(粤高教函[2014]172号)
【分类号】：G807

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