In the course of the eighth physical education and health curriculum reform,we have achieved great successes and faced many challenges at the same time. Some doubts and puzzles of curriculum reform are analyzed in this research,including the rationality of the names of sports and health courses. From"outline"to"standard"and then to"key competence",the transformation of curriculum thought is reflected. There are also reflections on the theoretical basis of curriculum reform of sports and health. Students'"dislike of sports"reflects the lack of key competence and the localization of international curriculum and educational theory. Starting from the metaphor that regards the key competence as the DNA of the curriculum design,it tries to examine and analyze the relevant theories and explain the key competence of the physical and health subjects in order to clarify the confusion. It is found that key competence is regarded as the goal orientation of curriculum reform,which is a necessary stage for further development,physical education and health curriculum reform can also took the chance to complete a gene fusion from outside to inside. With the DNA of key competence, physical education and health curriculum will show a series of excellent characters,and the work of the school sports will be fully integrated,coordinated and grow into a whole campus"physical education and health curriculum"system.%我国第8次体育与健康课程改革在取得辉煌成就的同时,也面临着诸多争议.对课改所受到的部分质疑和困惑进行分析,包括:"体育与健康"课程名称的合理性;从"大纲"过渡到"标准"再到"核心素养"提出所体现的课程思想的变革;对于"体育与健康"课程改革理论基础的思考;学生"不喜欢体育"反映的核心素养维度缺失及国际课程及教育理论的本土化问题等.从当前把核心素养视为课程设计的DNA这一喻意出发,尝试审视和分析相关理论,对体育与健康学科核心素养进行阐释,以此廓清困惑.认为:确立以学科核心素养为目标的课程改革方向,是课程改革发展至今自然而生的进化需求,也是进一步发展的必经阶段,体育与健康课程改革可藉此良机完成一场基因融合."中国健康体育课程模式"正是融入核心素养DNA以后所产生的优秀成果.体育与健康课程将表现出一系列的优良性状,学校体育的各项工作会全面整合,成长为协调有序的校园"大体育与健康课程"体系.
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