The principle of diversity. In physical education and health teaching, interdisciplinary theme design needs to stimulate learning interest first. With interest, teaching efficiency will become higher, and teaching interest can be enhanced through the principle of diversity in teaching methods, organizational forms, teaching contents, evaluation methods and the use of teaching AIDS.
Physical education and health are two closely related fields, which promote each other and contribute to our physical health and mental health.
Knowledge expansion
Interdisciplinary learning refers to the process in which learners integrate the professional knowledge systems of two or more disciplines in order to achieve the purpose that a single discipline cannot solve problems and explain phenomena. It is a process in which individuals and groups integrate the viewpoints and divergent thinking modes of two or more disciplines to promote their understanding of interdisciplinary issues.
"Interdisciplinary thematic learning" refers to a comprehensive learning method that integrates learning content and connects knowledge with students' main experience by using thematic forms. "Interdisciplinary thematic learning" is an important way to realize interdisciplinary learning. The Curriculum Standard of Physical Education and Health in Compulsory Education (2022 Edition) first puts forward the application of "interdisciplinary theme learning" in physical education and health curriculum, and emphasizes that it should run through the whole compulsory education stage.
How to understand "interdisciplinary thematic learning" and construct meaningful teaching of "interdisciplinary thematic learning" in physical education and health courses has become an urgent problem to promote educational reform and explore physical education teaching innovation in the new period. In recent years, although interdisciplinary learning has attracted the attention of scholars at home and abroad, there are few studies on "interdisciplinary theme learning" based on physical education and health courses.
Therefore, on the basis of clarifying the demands of the times and multidimensional characteristics of interdisciplinary thematic learning, this study attempts to construct the design logic and teaching practice direction of interdisciplinary thematic learning in physical education and health courses, with a view to providing reference and reference for promoting the teaching practice innovation of interdisciplinary thematic learning in physical education and health courses.