谢伟 张矛矛 曹洪军

摘 要：基于当前体育教育理论研究的二元体系构建，即宏观理论与微观实践断层的现象，提出采用项群理论构建体育课程思政框架的设想。采用文献、专家访谈等研究方法，从项群理论应用于不同体育项目思政元素分类指导思想、项群潜意识思维为体育课程思政的教学理论提供方法指导、项群理论对加强体育课程思政理论与实践的联系3个角度，论证项群理论应用于体育课程思政建设的可行性;在项群理论启示下将不同体育项目蕴含的思政教育元素进行了具体的归类分析，从设计、实践和反馈3个层面勾勒出体育课程思政的理论框架;在教学设计、教学实践、教学反馈3个维度提出体育课程思政推进路径。

关 键 词：高校体育;体育课程;课程思政;项群理论;思政元素

中图分类号：G807.4 文献标志码：A 文章编号：1006-7116（2021）04-0086-08

Abstract： Based on the dual-system construction of the current theory research with physical education， namely the phenomenon of fault between macro theory and micro practice， this paper puts forward the idea of using item group theory to construct the ideological and political framework of physical education curriculum. By using the methods of literature and expert interview， this study demonstrates the feasibility of applying item group theory to the ideological and political construction of physical education curriculum from three angles： the guiding ideology of applying item group theory to the classification of ideological and political elements of different physical education events， the methodological guidance provided by the subconscious mind of item group theory for the teaching theory of ideological and political curriculum for physical education， and strengthening the association between theory and practice of ideological and political of physical education curriculum by item group theory. Under the enlightenment of "item group theory"， this paper specifically classifies and analyzes the ideological and political education elements contained in different physical education programs， outlines the theoretical framework of ideological and political curriculum of physical education from the design level， practical level and feedback level， and suggests the way of promoting physical education curriculum ideology and politics from three dimensions with teaching design， teaching practice， and teaching feedback.

Key words： college physical education;physical education curriculum;curriculum ideology and politics;item group theory;ideological and political elements

馬克思认为教育是实现人全面发展的唯一手段，而教育的最高目的就在于培养有道德的人。任何知识，不管是科学知识、社会知识，还是人文知识，都是特定文化背景下的产物，都蕴含着特定的思想、思维方式和价值观念[1]。易而言之，所有的学科教育，都具有思想启发和价值导向功能。当前，在以全员、全程、全方位育人的“大思政”教育格局背景下，如何回归教育初心，发挥每门课程的育人作用，进而培养“完整”的人，应成为每位教育者孜孜以求的命题。2020年教育部印发了《高等学校课程思政建设指导纲要》，文件指出：全面推进课程思政建设，就是要寓价值观引导于知识传授和能力培养之中，帮助学生塑造正确的世界观、人生观、价值观，这是人才培养的应有之义，更是必备内容[2]。……