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| 新时期体育中高考改革取向再审视:操作和实践的困境 |
| The Re-examination on Reform Orientation of PE Entrance Exam for Senior High School and College in the New Era from Operational and Practical Dilemma |
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| DOI：10.12064/ssr.20220302 |
| 中文关键词:体育高考 体育中考 改革 主科 必考科目 平时成绩 应试教育 双减 |
| 英文关键词:PE entrance exam for college PE entrance exam for senior high school reform major subject exam-compulsory course usual performance exam-oriented education double reduction |
| 基金项目:国家社会科学基金重点项目(19ATY003) |
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| 中文摘要: |
| 针对我国当下中考体育逐渐提高分值(乃至与主科同分)以及将体育作为高考必考科目这一改革取向的操作和实践问题而展开，涉及考试设项、平时成绩及“减负”“双减”等相关理论假定的困境或误区，旨在为体育中高考改革议题和决策提供理论参考及警示。认为：(1)体育中高考的设项难以与体育(及健康)关联，并存在操作性偏差。考试项目难以体现体育的实质及其多维目标，考试设项数量确立及选项、抽考等举措存在理论缺失和缺陷，“考什么”(考试项目)对“教(练)什么”导向失当及评价失灵。(2)体育中高考的平时成绩难以与过程性评价及体育锻炼关联，并衍生相关问题。这主要缘于平时成绩偏离常规体育教学过程性评价的真实功能且缺乏公平性；同时，平时成绩的可能构成中，“平时表现”难以培养学生的锻炼意识、习惯及其他内在相关品质，“体育竞赛”和“体育素养”也均存在较大的弊端或局限。(3)体育中高考改革取向难以对冲文化应试教育及推进“减负”或“双减”。其中的认识误区为将一般性、适度的体育锻炼等同于高区分性升学考试压力下的功利性、极限式训练。提出：体育中高考应与体育相分离的根本原因为考试设项所具有的个体化、体能化、简单-片段化、标准化等特征，难以体现体育项目、体育教学所应有的内容及相关素养，甚至难以反映真正的体育运动能力；体育课程不能“教什么，考什么”，是制约这门课程应试化及纳入中高考的结构性因素。 |
| 英文摘要: |
| This paper aims to provide theoretical reference and warning for the reform issues and decisions of the PE entrance exam for senior high school and college. It points out the misunderstanding and dilemma of theoretical assumptions such as examination setting, usual performance, and burden reduction after analyzed the operational and practical problems of China's current reform orientation with gradually increasing the score of physical education in the high school entrance examination (until the same as the main subject) and taking physical education as a compulsory subject in the college entrance examination. It argues that: (1) The items (content) of PE entrance exams exist operational difficulties. They are also difficult to relate to sports (and health). Examination items are difficult to reflect the essence of physical education and its multi-dimensional goals. There are theoretical deficiencies, ambiguity, and defects in the number of examination items, options and selective examination and other measures. The examination items (test what) also misdirect "teach what" and fail to evaluate. (2) The usual score of PE entrance exams is difficult to connect to process evaluation and physical exercise. It deviates from the real function of ordinary grade evaluation of regular PE teaching, and it also lacks fairness. At the same time, the usual performance is difficult to cultivate students' exercise consciousness, habits, and inherent related qualities. Sports competition and sports literacy (as the expression of usual score) are introduced into PE entrance exams has major drawbacks and limitations. (3) The PE entrance exams are difficult to hedge against exam-oriented education and to promote burden reduction. The misconception is to equate general physical exercise with utilitarian and extreme training under the pressure of entrance examination. The study proposes the fundamental reason for the separation of physical exams and physical education is that the individualized, physical fitness, simple-fragmented, standardized, and other chara- cteristics of the examination items can't reflect the PE items, the content of physical education and related literacy, or even the sports ability. It also proposes physical education course can't only teach what to test which is the structural factor that restricts the exam-oriented of this curriculum and the inclusion of PE entrance exams. |
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