体育新课标明确提出增强课程思想性的要求，运用文献资料法、逻辑分析法结合案例分析，在 阐释体育与健康课程思想性内涵、特征及价值的基础上，对其实践偏差与纠正路径进行了研究。体育与 健康课程落实思想性是助力培养担当民族复兴大任的时代新人的重要方式、助推落实教育事业立德树 人根本任务的有力抓手、赋能体育与健康课程实现全面育人价值的创新载体。体育与健康课程思想性 在目标、内容、实施、评价等实践环节分别存在重个体本位轻社会本位、重体育学科轻学科融合、重口头 说教轻实践体验、重主观臆定轻客观评判等偏差。研究提出思想性偏差的纠正路径，包括调适课程目标 取向，体现社会本位与个体本位整全设计；拓展课程内容载体，融合体育与跨学科知识形成主题教学；丰 富课程浸润方式，开展语言教化与具身认知协同实施；健全课程评价手段，实行非正式评价与正式评价 结合运用。

The new curriculum standard of physical education puts forward requirements to enhance the ideological content of the curriculum. By using the methods of literature review and logical analysis combined with case analysis， this paper explains the connotation， characteristics， and value of the ideological content of the physical education and health curriculum， and studies its practical deviations and correction paths. The implementation of ideological content in the physical education and health curriculum is an important way to help cultivate new era individuals who are responsible for the rejuvenation of the nation， a powerful means to promote the implementation of the fundamental task of education to foster virtue and cultivate talents， and an innovative carrier to enable the physical education and health curriculum to activate the comprehensive education value. There are deviations in the practice of the ideological content of the physical education and health curriculum in terms of goals， content， implementation， and evaluation， such as emphasizing individual-centeredness over social-centeredness， emphasizing the discipline of physical education over interdisciplinary integration，emphasizing verbal preaching over practical experience， and emphasizing subjective determination over objective evaluation. This study proposes correction paths for the deviations in ideological content， including adjusting the course goal to reflect the holistic design of social-centeredness and individual-centeredness； applying thematic teaching by expanding the content carriers to integrate physical education with interdisciplinary knowledge； enriching the immersion experiences in class to carry out the coordinated implementation of language education and embodied cognition； and improving the course evaluation by combining both informal evaluation and formal evaluation.

G633.96

教育部人文社会科学基金青年项目（23YJC890008）；江 苏社会科学基金一般项目（24TYB005）；江苏高校“青蓝工程”资助 项目。