身体素养课程中的知识、传授与创新。
Knowledge, transfer, and innovation in physical literacy curricula.
作者信息
Ennis Catherine D
机构信息
Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA.
出版信息
J Sport Health Sci. 2015 Jun 1;4(2):119-124. doi: 10.1016/j.jshs.2015.03.001. Epub 2015 Apr 9.
Abstract
Literate individuals possess knowledge and skill and can apply these to perform tasks in novel settings. Knowledge is at the heart of physical literacy and provides the foundation for knowing what to do and how and when to perform. In this paper I argue that physical literacy includes not only knowledge for performance but also the ability to apply knowledge and use knowledge for innovation. Scholars since the 1930s have addressed the role of knowledge in physical literacy designing curricula centered on transmitting knowledge through a range of interdisciplinary approaches to physical education. This emphasis on physical literacy curricula continues today in the and interdisciplinary curricula.
摘要
有文化的人拥有知识和技能，并能将这些应用于在新环境中执行任务。知识是身体素养的核心，为知道做什么、如何做以及何时做提供了基础。在本文中，我认为身体素养不仅包括表现所需的知识，还包括应用知识以及将知识用于创新的能力。自20世纪30年代以来，学者们一直在探讨知识在身体素养中的作用，设计以通过一系列跨学科体育教育方法传授知识为中心的课程。如今，在[具体课程名称1]和[具体课程名称2]跨学科课程中，对身体素养课程的这种强调仍在继续。
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