Interdisciplinary Thematic Instruction in Physical Education and Health Curriculum: Practical Requirements and Design Strategies

Abstract

Research Background:‌ This study addresses the practical demands of interdisciplinary thematic teaching in physical and health education against the backdrop of deepening reforms in basic education curriculum. 

Research Purpose:‌ It aims to resolve real-world challenges such as the weakening of disciplinary identity and the fragmentation of teaching-assessment mechanisms through theoretical construction and model innovation, systematically exploring discipline-specific instructional implementation pathways. 

Research Methods:‌ Employing documentary analysis and logical deduction, this research deconstructs the student-centered, teacher-guided, and core literacy-oriented conceptual framework of interdisciplinary teaching, crystallizing three-dimensional practical requirements: reinforcing disciplinary essence, deepening goal orientation, and optimizing evaluative feasibility.

Research Results:‌ By introducing and adapting the "C-POTE" model, a five-dimensional operational framework is established, comprising conceptual clusters anchoring cognitive foundations, problem chains driving learning progression, objective layers integrating instructional direction, task clusters decomposing practical phases, and evidence sets evaluating pedagogical outcomes.

Research Conclusions:‌ The study demonstrates that the model achieves profound integration between interdisciplinary pedagogy and the ontological nature of physical education through structured design, with its "teacher-guided, student-centered" dual-agent mechanism effectively synergizing three-dimensional goals: physical health enhancement, sports spirit cultivation, and core literacy development.