主体性体育及其课程观探论

【作者】 邹玉玲；

【导师】 顾渊彦；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2004， 博士

【摘要】 20世纪80年代以来，主体性教育已经成为占主导地位的教育思想。这一思想背景必然要求21世纪的体育和体育课程以追求主体性为价值导向。主体性体育要求尊重学生的主体性，强调学生的主体地位，注重学生的情感体验，帮助学生生成主体性的体育素养，使学生成为主动参与体育、热爱体育、享受体育的人。 本论文从历史的视角探寻了体育思想进程和现代体育课程各种流派中的主体性问题，认为古典人文主义和自然主义体育在尊重学生的主体性方面有合理的因素，但它们提倡的是一种自发的、自然的主体性。训练主义体育思想从根本上压抑了学生主体性。现代体育课程的发展趋势是强调体育运动的内在价值，强调通过体育课程实现个性的解放。 主体性体育课程的哲学基础是身心统一论。二元论的身心观要么鄙视身体和一切身体活动，要么极端强调身体活动和机械训练。一元论的机械唯物论者把身体当作是一部机器，完全排除了有意义的身体活动。 主体性体育的终极目的是培养具有主体性的全面发展的人。它的直接目的是增强学生的主体意识；激发运动兴趣、培养运动价值观；发展学生的自主运动能力；以运动自身为目的，不但使学生在运动体验中实现技能的发展、体能的提高，促进身心健康，而且更加重视学生在运动体验中的享受价值，更加重视学生在运动中对自我的肯定、对生命的理解、对生活的热爱、对提升生命意义的价值。 体育课程的游戏观表明，体育课程不仅要以游戏的形式存在，而且要注重体现游戏的精神。游戏精神指游戏者与游戏是一体化的，它具有一种重复往返和不断更新的结构，它是自由的精神，是否定、开放、创造的精神。在个体层面上，游戏精神体现为超越功利的精神，专注于过程的内在价值。 主体性体育课程目标要突出生成性目标和表现性目标。制定目标要体现价值一致性、整体性、开放性、民主性的原则。 体育课程知识由显性知识、缄默知识、程序性知识共同构成。在这一知识共同体中，程序性知识占有核心地位。体育课程知识本身的特点决定了体育课程的非逻辑性、不确定性以及内容的可替代性的特征。体育课程是一种动态的、生成的、以过程效益为本的运动体验课程。更多还原

【Abstract】 Subjectivity has become the dominant educational thought since 1980s. Under this circumstance the value-orientation of the physical education and curriculum in the 21st century should focus upon the subjectivity. It requires that the physical education and curriculum respect and emphasize the subjectivity of the students; pay attention to the unique experience of the students in the physical activity; help them to gain the qualification of the physical education. The purpose of the subjectivity physical education is to participate, to love and to enjoy the physical activity.The thesis has examined the subjectivity thought in the history of physical education and curriculum. The author finds out that the Ancient Classic Humanist and the Naturalist Physical Education recognized the importance of the subjectivity of the students. However they tend to believe the body can be developed spontaneously without any instructional guide. Therefore the idea is only unilaterally correct. The Training Thought has fundamentally denied the subjectivity of the students. The trend of the modern physical education and curriculum emphasize the inner value of physical movement and highly appreciate the emancipation of the individuality.The subjectivity physical education curriculum shall be based upon the totality of the body and mind. The dualism either denies the importance of the body or emphasizes the mechanical training of the body. The materialist regards the body merely as a machine that excludes the meaningful physical activity.The ultimate purpose of physical education is to foster the comprehensively developed individual. Its immediate goal is to form the consciousness of subjectivity, to activate the interest of the students to move and to realize the value of the physical activity. The students shall participate the movement independently, to enjoy the inner value from the activity itself, to experience vividly the physical activity, to develop the skills and to get fitness, to improve both bodily and psychological health. Furthermore students shall gain the value from within the movement process. Students will engender the self-esteem, understand the life, love the life, and upgrade the value of the life.The play view of physical education requires that the curriculum shall not only exist in the form of play, but also embody the play spirit. The play spirit aims to integrate the participant and play activity itself, continuously manifest and renew the play structure. Play spirit encourage to disavow, to be open and creative. For the individual play spirit will go beyond the utilitarian value and dedicate himself to the inner value of the physical activity.The objective of the subjectivity physical education and curriculum give prominence to the evolving purposes and expressive objectives. Theestablishment of the objective system shall be subjectivity-orientated, integrative, open and democratic.The explicit knowledge, tacit knowledge and procedural knowledge consist of the knowledge community of the physical education curriculum. In the knowledge community the procedural knowledge takes the central role. The characteristic of the physical education knowledge determines the non-logic, uncertain and substitutive property of the physical education cumculum. The physical education curriculum is in itself the dynamic, evolving process. It is a kind of curriculum that is process-orientated and experience-orientated.更多还原