民族传统体育在我国学校体育教育中的发展与经验启示

发布时间：2018-01-14 16:39

  本文关键词：民族传统体育在我国学校体育教育中的发展与经验启示　出处：《华中师范大学》2014年博士论文　论文类型：学位论文

  更多相关文章： 民族传统体育 学校体育 课程 标准 学制

【摘要】：民族传统体育通常是指作为近代体育前身的一些民族民间传统的体育及娱乐活动。我国的民族传统体育包括汉民族传统体育和少数民族传统体育。在国家倡导弘扬和传承民族文化的背景下,发展民族传统体育成为建设体育强国的环节之一。但是,民族传统体育学科相对于其它学科,无论课程设置、人才培养,还是科研基础、环境建设等方面都与其它学科之间尚存在较大差距。因此,系统回顾和探究我国近百年以来民族传统体育在学校的发展与演变过程,了解和认识民族传统体育与政治、文化、经济、教育等方面之间的内在联系,进一步提炼出经验与启示,对于保护和传承我国民族传统体育文化,促进我国学生的身心健康发展,提升民族传统体育文化的国际影响力和竞争力,都具有重要的理论意义和现实价值。 本论文运用文献、历史研究、比较研究等方法,对近百年来我国民族传统体育在中小学演变历程进行系统研究。除《绪论》、《研究结论》外,论文主体部分设三大章共九部分。本论文研究主要得出以下结论： 1.晚清时期学校教育中的民族传统体育(1840-1911)。晚晴时期,伴随着军国民教育思潮在我国的传播,兵式体操成为学校体操课的主要内容,彻底改变了中国重文轻武的儒家教育思想。1911年6月,《定军国民教育主义案》颁布实施,拳术在政府的支持下步入校园,对学校教育中的民族传统体育发展具有奠基性作用。但是,晚清时期学校教育中的民族传统体育受到军国民体育教育思想的影响,使其在学校的发展表现出停滞、没有固定内容、政府不重视等特点。 2.民国初期学校教育中的民族传统体育(1912-1926)。民国初期民族传统体育(武术)打破了晚清教育的全盘西式移植,开始探寻切合中国特色新式教育模式的初步过程。随着《奏定学堂章程》、《壬戌学制》等学制的颁布,我国学校体育的课程内容设置上发生了很大的变化,内容从单一的兵式体操到以田径、游戏、球类、武术等多项为主。1915年第一届全国教育会议联合会通过的《拟请提倡中国旧有武术列为学校必修课》议案,该议案决定各学校添授中国旧有武技。1918年教育部召开的全国中学校长会议通过的《拟请全国中学校一律添习武术案》,决定将武术定为中学校必修内容。自此学校教育中的民族传统体育逐步得以推广,并表现出教师质量逐步提高、民族体育教学趋于规范化等特点。 3.民国中晚期学校教育中的民族传统体育(1927-1949)。民国中晚期的学校体育在自然体育思想的影响下,课程内容发生了变化,内容中增添了天然活动。武术在体育界、教育界、政界人士的大力支持下,不但被写进体育课程标准里,而且成为各种运动会中的比赛项目,尤其还举办了儿童武术大赛。民国中晚期学校教育中的民族传统体育在政府的大力支持下,国术教师的培养趋于规范化,编写出具有权威性民族传统体育教材。不足之处在于,国家颁布了大量的法规文件支持武术在学校的开展,但学校的实施情况却很不理想。 4.社会主义改造时期学校教育中的民族传统体育(1949-1957)。建国初期,我国与前苏联的关系较为密切,教育以学习和借鉴前苏联的教育理论和实践经验为主。教育部颁布体育教学大纲的指导思想、教学目标、教学内容、教学组织、教学方法等无不体现着前苏联的教学模式和教学理念。但是,在一边倒的体育教育思想的引导下,再加上我们对民族体育文化的认识不够,致使社会主义改造时期学校体育主要以前苏联学校体育大纲为模板,将我国优秀的民族体育(武术)排除在中小学的教育之外,使民族传统体育在学校教育中缺失。 5.大跃进时期学校教育中的民族传统体育(1958-1965)。大跃进时期的民族传统体育逐渐恢复,1961年颁布的《中小学体育大纲》将武术规定为中小学必修内容,并对各年级的内容及课时做了具体的规定,且武术教学内容以套路为主。此时期的民族传统体育教学存在课时偏少,专业武术教师缺乏,教师对武术教学兴趣不高,导致武术的实际教学不能够达到大纲的要求。 6.文化大革命时期学校教育中的民族传统体育(1966-1976)。“文化大革命”时期的学校体育受到“左倾”思想的严重影响,使其处于“以劳代体”、“以军代体”局面,学校体育已经变型,体育课名存实亡。武术虽然在中小学体育教材中出现,但其在实际的教学中很少开展。与此同时,这一时期各项民族体育赛事很少举办。文化大革命对我国的学校体育造成了很大的破坏,让民族传统体育教学处于停滞、扭曲和倒退的状态。 7.拨乱反正时期学校教育中的民族传统体育(1977-1984)。党的十一届三中全会确立了“解放思想,实事求是”的思想路线,学校体育的各项工作开始逐渐恢复。1978年颁发的中小学体育教学大纲中,武术仍然作为基本内容,但是内容变化较大,中小学仍以套路和基本功为主,而高中则以武术攻防技术内容为主,改变了以往以套路为主的内容体系。在这一时期,学校除了开展武术教学以外,还注意发展和挖掘其它民族体育项目进入课堂,如举石担、石锁、拔河、角力、踢毽子等作为选用教材,增加了民族传统体育地方课程的比重。 8.改革开放高速发展时期学校教育中的民族传统体育(1985-现在)。1985年以后,我国的政治、经济、文化、教育等进入高速发展时期,这一时期共进行了三次课程改革,尤其是第八次课程改革提出国家、地方、学校的三级课程管理模式,增强了课程的灵活性和适应性。在国家弘扬民族传统文化的大背景下,使得各民族优秀的传统体育开始进入课堂,成为学生喜欢的体育项目。尤其是教育部颁发《完善中华优秀传统文化教育指导纲要》,要求今后民族传统文化教育整体规划、分层设计、有机衔接、系统推进,并增加其在课程中的内容比重。改革开放高速发展时期,民族传统体育开始成为和谐校园文化建设的主题内容,承载着中华民族优秀的文化,满足着学生的健身文化和精神文化的双重需求。 9.纵观我国民族传统体育在学校发展将近百年历史,呈现出前进与停滞、高峰与低谷、稚嫩与成熟的相互交替的发展态势。对我国学校体育教育中的民族传统体育发展历史梳理,结合国外发展民族传统体育成功经验,提炼如下启示：注重民族传统体育教育的文化内涵,增强文化软实力；以弘扬民族传统体育文化为教育主旨,增强民族自豪感；以学校传承为主,彰显其文化育人的教育价值；以教育促进民族传统体育文化的创新与发展；以传承民族传统体育文化为学校教育任务之一；挖掘民族传统体育的教育资源,丰富校园体育文化的多样性；落实“三位一体”发展模式,营造良好的发展环境；民族传统体育丰富校本课程内容,满足学生多样化需求；增强学校体育文化的教育特色,培养学生健全的人格；加强民族传统体育教材建设,形成科学化、系统化的内容体系；以高质量的师资,促进民族传统体育教育的开展。
[Abstract]:National traditional sports is often referred to as sports and recreational activities of some traditional folk sports in modern times. The predecessor of the National Traditional Sports in China includes Chinese traditional sports and traditional sports of ethnic minorities in the country. To advocate and inherit the national culture under the background of the development of national traditional sports has become one of the construction of sports power but the link. Science of national traditional sports, compared with other subjects, regardless of the curriculum, personnel training, and scientific research foundation, there is still a big gap between the environment construction and other disciplines. Therefore, system review and explore our country nearly a hundred years of National Traditional Sports development and evolution in the school process, knowledge and understanding of national traditional sports with the political, cultural, economic, and other aspects of the relationship between education, and further refine the experience and Enlightenment for the protection and inheritance of national traditional body I It is of great theoretical and practical value to foster culture, promote the development of physical and mental health of our students, and enhance the international influence and competitiveness of national traditional sports culture.
This paper uses literature, historical research, comparative research methods, for nearly a hundred years of Chinese traditional sports in primary and secondary evolution of system research. In addition to the introduction. In conclusion, < >, the main part of the thesis consists of three chapters and nine parts. This thesis mainly draws the following conclusions:
The national traditional sports school education in the late Qing Dynasty in 1. (1840-1911). In late period, with the spreading of the military national education thought in our country, will become the main content of school gymnastics gymnastics class, completely changed the Chinese light re Wen Wu Confucian educational thought.1911 in June, "set in the National Education doctrine case > promulgated the implementation of martial arts into the campus, with the support of the government, has a fundamental effect on school education in the development of national traditional sports. However, traditional sports school education in the late Qing Dynasty period is affected by the Army national sports education thought, the development of the school showed a stagnation, no fixed content, the government does not attach importance to such characteristics.
The 2. National Traditional Sports in school education in the early Republic of China (1912-1926). In the early Republic of China traditional sports (martial arts) broke the overall western style education in the late Qing Dynasty transplantation, preliminary process began to explore new education mode with China characteristics. With the "charter school will be played >, < > renxu school system has changed a lot, the change of our school physical education curriculum, the content from the single soldier gymnastics to athletics, ball games, martial arts, etc. mainly.1915 years of the first session of the National Conference on education through the" Federation intends to ask the school advocate China old Wushu compulsory course > bill, the Bill decided to grant school Tim China martial.1918 Ministry of Education held a national high school principal conference through the national middle school are to ask "Tim martial arts case", decided to set the required content in martial arts school. Since the school education of the people The traditional sports of ethnic groups have been gradually popularized, and the quality of teachers is gradually improved and the teaching of national sports tends to be standardized.
The national traditional sports advanced school education in 3. in the Republic of China (1927-1949). In the late Republic of China's sports in the school sports thought under the influence of natural change, curriculum content, content added natural activities. Wushu in sports education, vigorously support to politicians, not only be written into the physical education curriculum the standard, and a variety of games in the games, especially the children held in the martial arts competition. Late in the school education of national traditional sports in support of the government, training of martial arts teachers tend to be standardized, write out the authoritative national traditional sports teaching materials. The disadvantage is that the state issued a large number of the regulations documents to support the development of martial arts in the school, but the implementation of the school is not very ideal.
The 4. period of the socialist transformation of national traditional sports in school education (1949-1957). In the early days of the relationship between China and the former Soviet Union more closely, education to learn educational theory and practice experience of the former Soviet Union. The guiding ideology, the Ministry of Education promulgated the teaching syllabus of PE Teaching objectives, teaching content, teaching organization, teaching all the method reflects the Soviet teaching mode and teaching philosophy. However, the one-sided idea of Physical Education under the guidance, combined with our understanding of national sports culture is not enough, resulting in school sports during socialist transformation of the former Soviet Union school sports program as the template, the Chinese national sports excellent (martial arts) out of the in addition to primary and secondary education, the lack of national traditional sports in school education.
The 5. National Traditional Sports during the great leap forward in school education (1958-1965). The National Traditional Sports during the great leap forward gradually restored, promulgated in 1961 "School Sports Wushu outline > required course content of primary and secondary schools, and the content of each class and grade made specific provisions, and the content of Wushu teaching routine. National the traditional sports teaching in this period are fewer hours, lack of professional martial arts teachers, teachers of high interest in martial arts teaching, cause the actual teaching of Wushu can't meet the requirements of the outline.
The 6. National Traditional Sports Cultural Revolution in Education (1966-1976). "The school sports culture revolution is" serious influence left "thought, which is" to work on behalf of the body "," Israeli generation "situation, school sports physical education has changed, although in name only. Wushu sports teaching materials in primary and secondary schools, but are seldom carried out in actual teaching. At the same time, during this period, the national sports events rarely held. The cultural revolution of school sports to China caused great damage, so that the national traditional sports teaching at a standstill, distorted and backward state.
During the 7. national traditional sports bring order out of chaos in school education (1977-1984). The party in the third Plenary Session of the 11th CPC Central Committee to establish a "emancipating the mind, seeking truth from facts" of the ideological line, the work of the school sports began to recover in primary and middle school PE teaching syllabus issued by the.1978, martial arts is still as the basic content, but the content varied greatly, primary and secondary schools is still dominated by routine and basic skills, but the high school Wushu defense technology content, change the previous routine as the content system. In this period, in addition to the school to carry out martial arts teaching, but also pay attention to the development of mining and other national sports into the classroom, such as for shisuo, stone bear, wrestling, tug of war, such as the selection of shuttlecock materials, increase the proportion of local curriculum of national traditional sports.
The reform and opening up 8. period of rapid development of school education in the national traditional sports (now 1985-).1985 years later, China's political, economic, cultural, education entered a period of rapid development, this period a total of three times of curriculum reform, especially the country, the eighth curriculum reform, three level curriculum management model the school curriculum, enhance the flexibility and adaptability. In the background of national traditional national culture, the traditional sports has entered the classroom, the students become love sports. Especially the Ministry of Education issued "the perfect Chinese traditional culture education guidelines", the requirement of the future overall planning, national traditional culture education and hierarchical design, organic convergence, propulsion system, and increase in the contents of the curriculum proportion. The rapid development period of reform and opening up, the national traditional sports began to become the harmonious campus culture The theme of the construction is carrying the excellent culture of the Chinese nation and meets the dual needs of the students' fitness culture and spiritual culture.
9. in our national traditional sports in school development for nearly a hundred years of history, showing the progress and stagnation, the peaks and valleys, immature and mature alternately. The development trend of school physical education in China's national traditional sports development history, combined with the experience of the development of national traditional sports success abroad, refined as follows: pay attention to the education of national traditional sports culture, enhance cultural soft power; in order to promote the national traditional sports culture as the subject of education, enhance the sense of national pride; the school tradition, the educational value reflects its cultural education; promote the innovation and development of national traditional sports culture in education; the inheritance of national traditional sports culture is one of the tasks of school education mining; national traditional sports education resources, the rich diversity of the campus sports culture; the implementation of the "three-in-one" model of development, to create a good The environment for the development of national traditional sports; enrich the curriculum content, to meet the diverse needs of students; strengthen the school sports culture education, cultivating students' healthy personality; strengthen the construction of national traditional sports teaching materials, form a scientific, systematic content; with high quality teachers, promote the traditional sports education.

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2014
【分类号】：G807
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本文编号：1424434