Re-Understanding the Essence of School Physical Education Under the Background of Digital Education

The digitalization of education, characterized by data-driven precision, ubiquitous scenarios, personalized models and subject interaction, is leading to the reconstruction of the ontological, epistemological and methodological aspects of school physical education. This study indicates that the "human-machine" collaboration paradigm is breaking the boundaries of traditional school physical education and building a dynamic development system centered on learners. The ontological dimension sees a new symbiotic relationship between teachers, students and technology, which maintains the subjectivity of education while unleashing the potential of technology. The epistemological dimension finds the construction of a dynamic balance between "instrumental rationality" and "educational significance", ensuring that digital technology serves the fundamental goal of students' all-round development. And the methodological dimension witnesses the realization of the deep integration of digital technology and traditional education, which achieves the logical integration of precise and comprehensive education through human-machine collaboration. To adhere to the essence of school physical education in the context of digital education, it is imperative to further clarify the boundaries between human and technology in school physical education and follow the logic of "technology integration - human-machine collaboration - ecological reconstruction". We should transcend technological dependence to build a school physical education teaching model that integrates "digital technology + traditional education". We should transcend subject alienation and construct a practical strategy that collaborates "digital technology + subjectivity". And we should return to the origin of education and build an ecological logic of symbiosis between technology and education.