文章基本信息

标题：«Ei mil vid og ein tomme djup»? – ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg
其他标题：“A mile wide and an inch deep”: Research of content and teaching in physical education in upper secondary schools in Norway
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作者：Øyvind Førland Standal ; Kjersti Mordal Moen ; Knut Westlie 等
期刊名称：Journal for Research in Arts and Sports Education
电子版ISSN：2535-2857
出版年度：2020
卷号：4
期号：1
页码：34-51
DOI：10.23865/jased.v4.1749
出版社：Cappelen Damm Akademisk NOASP
摘要：Hensikta med denne artikkelen er å undersøke om og eventuelt på kva måtar kroppsøvingsfaget kan skildrast som «ei mil vid og ein tomme djup». Artikkelen går dermed inn i ein aktuell skulepolitisk kontekst som vektlegg djupnelæring og konsentrasjon om kjerneelement i fag. På bakgrunn av ei miksa-metodestudie der vi har gjort ei spørjeundersøking blant elevar og fokusgruppeintervju med lærarar viser vi at faget ser ut til å vere prega av eit snevert utval av aktivitetar og ein tradisjonell undervisningsmetode. Samstundes ser vi at lærarar og elevar oppfattar at sosiale og emosjonelle kompetansar er viktige i faget. Sett i samanheng med både nasjonal og internasjonal forsking på kroppsøving tyder undersøkinga vår på at undervisninga i kroppsøving er prega av det Sawyer (2014) kallar instruksjonisme: lærarstyrt overføring av kunnskap og ferdigheiter. Likevel er det grunn til å diskutere kva djupnelæring i kroppsøving betyr og om det er rett å knytte dette til utvalet av aktivitetar i faget. “A mile wide and an inch deep”: Research of content and teaching in physical education in upper secondary schools in Norway. The purpose of this study was to investigate if, and in what ways, physical education can be characterized as “a mile wide and an inch deep”. The article is thus positioned within the current educational discourse in Norway concerning deep learning and concentration on core elements in all school subjects. Based on a mixed method study with a survey of students in secondary school and focus group interviews with physical education teachers, we show that the subject seems to be characterized by a limited selection of activities and traditional teaching methods. At the same time, we see that teachers and students both perceive social and emotional competencies as central to the subject. Seen in light of both national and international research, our study suggests that the teaching of physical education is similar to what Sawyer (2014) calls instructionism: teacher-led transmission of knowledge and skills. However, there are reasons to discuss what deep learning actually means in physical education and whether it is correct to connect depth to the selection of activities used in the subject or not.
其他摘要：The purpose of this study was to investigate if, and in what ways, physical education can be characterized as “a mile wide and an inch deep”. The article is thus positioned within the current educational discourse in Norway concerning deep learning and concentration on core elements in all school subjects. Based on a mixed method study with a survey of students in secondary school and focus group interviews with physical education teachers, we show that the subject seems to be characterized by a limited selection of activities and traditional teaching methods. At the same time, we see that teachers and students both perceive social and emotional competencies as central to the subject. Seen in light of both national and international research, our study suggests that the teaching of physical education is similar to what Sawyer (2014) calls instructionism: teacher-led transmission of knowledge and skills. However, there are reasons to discuss what deep learning actually means in physical education and whether it is correct to connect depth to the selection of activities used in the subject or not.
关键词：Kroppsøving; djupnelæring; miksa;metode; pedagogikk
其他关键词：Physical education; deep learning; mixed method; pedagogy