本文選題：體質(zhì)健康測試標準 + 《國家體育鍛煉標準》　； 參考：《華中師范大學》2017年碩士論文

【摘要】：少年強則國強,青少年學生的健康成長始終備受黨和國家關(guān)注,1954年學生體質(zhì)健康測試標準(《勞衛(wèi)制》)引入我國,并開始全面實施,改革開放以后,我國教育事業(yè)進入新的發(fā)展時期,高考的恢復使我國教育體制走向了應(yīng)試化,然而,隨著教育體制的深化,我國學生的素質(zhì)教育愈顯薄弱,學生的體質(zhì)健康問題日益凸顯,且每況愈下。為了有效提高我國學生的體質(zhì)健康水平,在改革開放以后,國家對體質(zhì)健康測試標準(以下簡稱《標準》)進行了不斷改革的與完善來引導學生有效參與體育鍛煉,并開始推行了五年一大測、每年一小測的體質(zhì)測試制度。本文從體質(zhì)健康測試標準的角度出發(fā),對其演進過程進行分析,將為我國學生體質(zhì)健康的改善提供有益借鑒。本文運用文獻資料法、歷史分析法、比較分析法等方法對改革開放以來我國學生體質(zhì)健康測試標準進行了歷史回顧與分析,首先,將《標準》的演進按名稱進行階段劃分,即《國家體育鍛煉標準》實施階段、《學生體質(zhì)健康標準》實施階段、《國家學生體質(zhì)健康標準》實施階段,并將三個階段《標準》的演變要素分為:名稱的變化、測試內(nèi)容的變化、測試結(jié)果的變化以及相關(guān)對應(yīng)政策的出臺四部分;其次,對《標準》的演變要素進行整體分析,以時間為軸進行縱向比較發(fā)現(xiàn),《標準》在不斷演進的同時存在落實不佳的不均衡現(xiàn)象;然后,將《標準》演變的影響因素歸納為社會政治、經(jīng)濟、教育以及學生體質(zhì)健康狀況四個層面,并對其進行了具體分析;最后,深入國民對體育的思想認知、體質(zhì)測試的實施、相關(guān)政策的執(zhí)行以及《標準》本身的合理性四個層面對《標準》落實的影響因素進行了分析。反觀《標準》的演進,通過對改革開放以來我國《標準》演進的研究得出結(jié)論:第一,《標準》備受國家重視,各部門出臺相應(yīng)政策予以支持:第二,《標準》的演進不斷與時俱進,優(yōu)化了學校體育教學環(huán)境;第三,《標準》的演進與《標準》的落實情況不相協(xié)調(diào);第四,《標準》的演進受社會政治、經(jīng)濟、教育及學生體質(zhì)發(fā)展的制約。
[Abstract]:The healthy growth of young students has always been the concern of the Party and the state. In 1954, the standards for testing students' physical health ("labor system") were introduced into our country and started to be fully implemented. After the reform and opening up, China's education has entered a new period of development, and the restoration of the college entrance examination has made our country's education system more examination-oriented. However, with the deepening of the educational system, the quality education of students in our country is becoming more and more weak, and the problem of students' physical health has become increasingly prominent. And getting worse. In order to effectively improve the physical health level of students in our country, after the reform and opening up, the country has carried on the continuous reform and the consummation to the physique health test standard (hereinafter referred to as "the standard") in order to guide the students to participate in the physical exercise effectively. And began to carry out a five-year test, a small test of the annual constitution test system. From the point of view of the test standard of physical health, this paper analyzes the evolution of the standard, which will provide a useful reference for the improvement of students' physical health in our country. In this paper, the methods of literature, history analysis and comparative analysis are used to review and analyze the standards of Chinese students' physical health test since the reform and opening up. Firstly, the evolution of the standard is divided into stages according to its name. That is, the implementation stage of the National physical exercise Standard, the implementation stage of the Student physical Health Standard, and the implementation stage of the National Student physical Health Standard, and the evolution elements of the three stages are divided into: change of the name, The change of the test content, the change of the test result and the introduction of the corresponding policy. Secondly, the evolution elements of the standard are analyzed as a whole. A longitudinal comparison on the axis of time shows that the standard has an uneven implementation at the same time that it is evolving; then, the influencing factors of the evolution of the standard are summed up as social, political, and economic. Four levels of education and students' physical health status are analyzed. Finally, the implementation of physical education, physical education and physical fitness testing is carried out. This paper analyzes the influencing factors of the implementation of the Standard from four aspects: the implementation of the relevant policies and the rationality of the Standard itself. Looking back at the evolution of "Standard", through the study of the evolution of "Standard" in China since the reform and opening up to the outside world, the following conclusions can be drawn: first, "Standard" has been attached great importance to by the country. Various departments issued corresponding policies to support them: second, the evolution of "Standards" keeps pace with the times and optimizes the teaching environment of physical education in schools, third, the evolution of "Standards" does not coordinate with the implementation of "Standards"; Fourth, the evolution of the Standard is restricted by social politics, economy, education and students' physical development.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G804.49

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