| 英文摘要 |
Children loved to play naturally, and they could learn, adapt, and develop through participating in play. Play was one of the main ways in which children learned and had positive effects in physiological, affective, and social dimension. Physical education was education through body movement and presented in sport. Moreover, there were common characteristics between play and sport. If play could be involved in PE classes, more peaceful and friendly learning experience would be constructed and motivation could be stimulated as well. After the role and interior meaning of the play in PE teaching were established, the connections between play theory and school PE classes were also determined. Then we should find the necessities for experiential learning in PE classes. After that, we integrated Dewey’s experiential learning philosophy, Kolb’s experiential learning theory, and Wu’s analysis to develop the directions for PE teaching and then adopted Metzler’s motor learning strategies to construct the playing world in PE classes and to accumulate the value of the play in PE teaching. |
