Points of tension and possibility: boundaries in and of physical education
Points of tension and possibility: boundaries in and of physical education
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紧张点和可能性：体育教育的界限
DOI：
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
D. Penney
中科院分区：
文献类型：
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作者：
D. Penney
本文提供了一个概念为基础的评论，解决了体育教育的长期困境，什么理论的见解可以有效地追求作为推进体育课程，教学法和评估的基础。它利用了巴兹尔伯恩斯坦的工作，认为结构和象征性的边界是理解和有效地参与体育教育的稳定和变化的关键。课程，教学法和评估之间的关系进行审查，在他们的合法知识结构和知识关系的体育教育，反过来，在体育教育的公平性。虽然课程，教学法和评估都被确定为批判性知情的教学行动的重要途径，集体的动态被确定为压倒任何单一的影响。此外，这种动态被证明是不可分割的知识结构/体育。
This article offers a conceptually based commentary that addresses a longstanding dilemma for physical education, of what theoretical insights can usefully be pursued as a basis for advancing physical education curriculum, pedagogy and assessment. It utilises the work of Basil Bernstein to argue that structural and symbolic boundaries are key to understanding and productively engaging with stability and change in physical education. Relations between curriculum, pedagogy and assessment are examined in terms of their linkages with legitimate knowledge structures and knowledge relations in/of physical education, and in turn, with equity in physical education. While curriculum, pedagogy and assessment are each identified as important avenues for critically informed pedagogic action, the collective dynamic is identified as over-riding any single influence. Furthermore, that dynamic is shown to be inseparable from the knowledge structures in/of physical education.
回去还是前进？
DOI：
10.1080/09585176.2011.574882
发表时间：
2011
期刊：
The Curriculum Journal
影响因子：
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作者：
Brown M
通讯作者：
Brown M