体育家庭作业制度实施的科学定位——从形式合理到实质合理的逻辑建构-《体育科学研究》

文章信息/Info

Title:: The Scientific Orientation of the Implementing Sports Homework System——The Logical Construction from Concept to Content

Author(s):: ZHAO Ming-nan1; LI Yu-yang1; 2; (1.School of Physical Education,Henan University,Kaifeng 475001,China;2.School of Physical Education,Sichuan Institute of Technology,Deyang 618209,China)

Keywords:: sports homework system; concept rationality; content rationality; form and substance; internal logic

摘要:: 教育以实现人的培养为其宗旨，体育学科亦效仿学科作业制度，即学生通过完成一定量的作业任务而达到提高自身素质的结果。然而，体育家庭作业制度自实施以来，其形式合理性与实质合理性（学生所要完成一定量的作业任务与学生素质的提升）之间的关系却饱受热议。体育家庭作业看似形式合理，而实质不优,即体育家庭作业的完成难以确保学生能够在实质上提升自身素质，其主要原因还是在于体育家庭作业本质属性不明、价值实现多存于表象、群体公平难以考量。此外，形式合理与实质合理之间也并非必然的对立关系，在一定程度而言，二者之间是相互支持、相互作用、从形式到内容的存续性关系。因此，通过优化体育家庭作业的数量、质量、内容、层级等要素，来实质性提高学生的自身素质，也有利于实现教育教学的公平化与差异化。

Abstract:: Education aims to realize the cultivation of people.Similarly,physical education follows the subject homework operation system that students can improve their physical attributes by completing a certain amount of sports homework.However,since the implementation of the sports homework system,the relationship between its concept rationality and content rationality (the amount of homework to be completed and the physical attributes to be improved) has been controversial.Sports homework seems to have a reasonable concept,but is not substantially reasonable:one cannot ensure students’ physical benefits upon completion of sports homework.The main reason is that the essential attributes of sports homework are unknown,benefits are close to conceptual and group fairness is difficult to measure.In addition,the rationality of concept is not necessarily opposite to the rationality of reality.To a certain extent,the two are mutually supportive,interactive,and existential from concept to content.Therefore,by optimizing the quantity,quality,content,priority,and other elements of sports homework,we can substantially improve students’ physical attributes.It is also beneficial to achieve the fairness and differentiation in education.