TITLE:
The Significance, Main Problem and Promotion Strategies of Interdisciplinary Subject Learning of Sports and Health
AUTHORS:
Anyue Wu
KEYWORDS:
Physical Education and Health Curriculum Standards, Interdisciplinary Theme Learning, Meaning, Main Issues, Promotion Strategy, Chinese Government
JOURNAL NAME:
Advances in Physical Education,
Vol.13 No.3,
August
30,
2023
ABSTRACT: “China Compulsory Education Physical Education and Health Curriculum
Standards (2022 Edition)” adds interdisciplinary thematic learning to the curriculum content. This is an
inevitable choice for the physical education and health discipline to
move from a single knowledge to a deep integration of comprehensive knowledge.
It is also the only way for its teaching reform to move towards high-quality development. By using the methods of
literature review, this paper studies the
significance, main problems and implementation strategies of the
interdisciplinary theme learning of sports and health. It is found that the
interdisciplinary theme learning of sports and health is an important way to
promote the development of students, solve comprehensive problems and promote
academic performance, which is of great significance to the implementation of
moral education and core literacy. However, there are still some problems, such as the difficulty of integrating subject
knowledge, the inherentization of teachers’ traditional thinking, the superposition and
combination of subject knowledge, the neglect of knowledge transfer in mixed
teaching, and the lack of standards leading to the fuzziness of evaluation.
Based on this, in order to further promote the implementation of interdisciplinary thematic learning of sports and health, the
following solutions are proposed: 1) construct three breakthrough points to integrate
the knowledge related to other disciplines; 2) Teachers should change their
teaching thinking and methods to improve interdisciplinary literacy; 3) Adhere to the dominant
position of the subject to enhance the internal relations of subject knowledge; 4)
Prevent shallow and mixed teaching to achieve knowledge
transfer; 5) Design scientific evaluation criteria to help interdisciplinary
learning to carry out long-term and orderly.