重构框架:从身体活动学习向以运动为中心的教学转变的经验和理论基础
1Department of Pedagogy, Religion and Social Studies, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, Norway.
Frontiers in sports and active living
|January 28, 2026
概括
身体活跃的学习在学校面临挑战. 运动为中心的教学提供了一个整体的,经验中立的方法,整合健康和教育,以改善学生的成长.
科学领域:
- 教育教育教育教育教育教育.
- 教学教育学 在教学上
- 健康科学 卫生科学 卫生科学
背景情况:
- 身体活动学习 (PAL) 由于以研究为主导,以健康为重点的方法,在学校实施方面遇到了困难.
- 以运动为中心的教学 (MCP) 被提出为PAL的更全面的替代方案.
- 现有的文献需要进一步阐述MCP,以涵盖更广泛的教育目标.
研究的目的:
- 探索从PAL过渡到MCP的经验和理论基础.
- 建立MCP作为一个更加经验中立和以教育为中心的概念.
- 定义MCP并讨论其潜在的贡献和局限性.
主要方法:
- 探索MCP的研究案例,教育案例和代理案例.
- 对重新构建PAL的理论和经验基础的分析.
- 在学校内综合健康和教育学科.
主要成果:
- MCP提供了一个比PAL更经验中立的术语.
- MCP有可能扩大该领域的理论范围.
- 在学校中,MCP促进了健康和教育的更为连贯的整合.
结论:
- 以运动为中心的教学被定义为在教育活动中利用运动,通过学习过程支持学生的成长.
- 与传统的PAL相比,MCP提供了一个更全面,更有教育基础的框架.
- 需要进一步讨论MCP在教育环境中的贡献和局限性.
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