摘要
体育教学技能类型化框架是一把认识论的"钥匙",对体育教学方法的优化、体育教学本质的准确把握以及教学目标的厘定起到了重要作用.但当下,我国的体育教学技能分类却存在着对象交叉、范畴同质(不具备典型性)和无法体现学科特殊性等方面的问题.究其原因,主要在于其分类标准的概念语义射程混淆不清、系谱种属关系表述不当,存在种种理解和操作上的"同一性"障碍.为了解决这些问题,应该重新树立起以"实践性"为基准的分类原则,藉由"连续划分"的方式重构类型化标准.
the frame of categorizing physical education skills is an epistemological key to grasp the essence,clarify and set goals, optimize methods of physical education. However, the present categorization of our country’s physical education has problems of overlapping objects, homogeneous categories(without typicality), and showing no particularity of discipline and so on. The reasons, mainly are that the semantic range of its criteria is confusing, the presentations of relations between pedigrees and species are improper, and there are many“identical obstacles”to understanding and operating. In order to solve these problems, we should rebuild the categorizing principle based on“practicality”, and make use of the method of“successive division”to reconstruct the criteria of categorizing.
作者
侯俊杰
HOU Jun-jie(Department of Physical Education,Suzhou University,Suzhou 234000,Anhui,China)
出处
《喀什大学学报》
2021年第3期104-111,共8页
Journal of Kashi University
关键词
体育教学技能
教学技能分类
语义学检讨
词项逻辑
physical education skills
categorization of educating skills
semantic review
logic of lexical item
