研究认为，长期以来对体育课程知识在本体论上的思维方式仅停留在“有什么”的维度上，这导致体育课程在知识选择上的盲目求全和泛化。从属性本体论来看，体育课程知识的本质属性是运动技术，从生存本体论来看，体育课程知识的价值凸显出其教育学意义，从教育、文化、整个人类发展的立场出发，体育课程知识的教育学意义体现的是一种“文化进化”，这一“文化进化”的现实写照便是学生个体“体育素养”的形成。这样一些理解可以让我们更加清醒地认识在历史上出现和正在出现的“体育课程有没有知识传授”、“淡化运动技术”等疑问以及“体质论与技能论之争”等现实问题。%The authors believed that our way of ontological thinking about physical education curriculum knowl-edge had stopped at the“what”dimension over a long period of time, which resulted in physical education curricu-lum seeking for completeness generalization blindly in terms of knowledge selection. From the perspective of at-tribute ontology, the essential attribute of physical education curriculum knowledge is sports technology;from the perspective of survival ontology, the value of physical education curriculum knowledge highlights its pedagogical significance;from the point of view of the development of education, culture and the entire humankind, what the pedagogical significance of physical education curriculum knowledge presents is a sort of “cultural evolution”, while the realistic reflection of such“cultural evolution”is the formation of“sports makings”of individual students. Such understandings enable us to more clearly understand such questions as“Is there knowledge lecturing in physi-cal education curriculum?”and“Is sports technology being made less important?”and such realistic issues as“the controversy between the constitution view and the skill view”, which appeared historically or are appearing now.
展开▼
