作　　者： ;

机构地区： 广东工业大学

出　　处： 《西安体育学院学报》 2017年第6期739-746,共8页

摘　　要： 在梳理中西方“身体”“教养”与“教育”理论的基础上，将“身体教养”定义为“以身体为起点，通过学校体育这一特定的教育与训练环境，增强体质，培养身体解读能力、身体抵御能力、身体适应能力及身体批判能力，改良身体意识与身体体验，形成体育习惯”，并进行了系统阐述。研究认为，青少年体质困局与学校体育教育偏差，社会主流价值与“身体符号”示范负向强化、环境对身体的挑战，以及传统体态、仪态规训礼制的淡化与消亡构成了身体教养理念提出的现实语境。最后，确立学校体育“健康第一”的核心地位与“身体能力”培养的方针、培养学生身体意识、引导学生崇尚身体关与修身思想、体育教师改良身体教育方式、学校体育工作遵循时空规律与系统化的5点举措。 Having combed the China＇s and western ideas of ＂body＂, ＂upbringing＂ and ＂education＂ theory, this paper de- fines the ＂physical literacy＂ as follows. Proceeding from concept of the body, the school sports the special education and training environment is able to enhance physical fitness, physical training of ability, ability to resist physical, physical adap- tation ability of the body and critical ability, training experience and body awareness and body improvement. It is to form sports habits. All relevant points are systematically elaborated. Research shows that adolescent physical dilemma and school physical education deviation, the social mainstream value and the ＂body symbol＂ demonstration of negative reinforcement, the environmental challenges of the body, and dilute the traditional posture, etiquette and manners of discipline die body con- stitute a real context of parenting concept. Finally, it is to put forward such five measures as to establish the core position of ＂health first＂ and the policy of ＂physical ability＂, to cultivate students＇ physical consciousness and to guide students to ad- vocate good beauty and morality. Meanwhile, the sports teachers are to improve physical education, school sports work fol- lowing spatial and temporal variation and systematic restraints.

关 键 词： 身体教养 学校体育 场域 身体意识 身体表现 身体能力

分 类 号： [G807.0]

领　　域： []