本文關(guān)鍵詞：民族傳統(tǒng)體育在我國學(xué)校體育教育中的發(fā)展與經(jīng)驗(yàn)啟示　出處：《華中師范大學(xué)》2014年博士論文　論文類型：學(xué)位論文

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【摘要】：民族傳統(tǒng)體育通常是指作為近代體育前身的一些民族民間傳統(tǒng)的體育及娛樂活動(dòng)。我國的民族傳統(tǒng)體育包括漢民族傳統(tǒng)體育和少數(shù)民族傳統(tǒng)體育。在國家倡導(dǎo)弘揚(yáng)和傳承民族文化的背景下,發(fā)展民族傳統(tǒng)體育成為建設(shè)體育強(qiáng)國的環(huán)節(jié)之一。但是,民族傳統(tǒng)體育學(xué)科相對(duì)于其它學(xué)科,無論課程設(shè)置、人才培養(yǎng),還是科研基礎(chǔ)、環(huán)境建設(shè)等方面都與其它學(xué)科之間尚存在較大差距。因此,系統(tǒng)回顧和探究我國近百年以來民族傳統(tǒng)體育在學(xué)校的發(fā)展與演變過程,了解和認(rèn)識(shí)民族傳統(tǒng)體育與政治、文化、經(jīng)濟(jì)、教育等方面之間的內(nèi)在聯(lián)系,進(jìn)一步提煉出經(jīng)驗(yàn)與啟示,對(duì)于保護(hù)和傳承我國民族傳統(tǒng)體育文化,促進(jìn)我國學(xué)生的身心健康發(fā)展,提升民族傳統(tǒng)體育文化的國際影響力和競爭力,都具有重要的理論意義和現(xiàn)實(shí)價(jià)值。 本論文運(yùn)用文獻(xiàn)、歷史研究、比較研究等方法,對(duì)近百年來我國民族傳統(tǒng)體育在中小學(xué)演變歷程進(jìn)行系統(tǒng)研究。除《緒論》、《研究結(jié)論》外,論文主體部分設(shè)三大章共九部分。本論文研究主要得出以下結(jié)論： 1.晚清時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1840-1911)。晚晴時(shí)期,伴隨著軍國民教育思潮在我國的傳播,兵式體操成為學(xué)校體操課的主要內(nèi)容,徹底改變了中國重文輕武的儒家教育思想。1911年6月,《定軍國民教育主義案》頒布實(shí)施,拳術(shù)在政府的支持下步入校園,對(duì)學(xué)校教育中的民族傳統(tǒng)體育發(fā)展具有奠基性作用。但是,晚清時(shí)期學(xué)校教育中的民族傳統(tǒng)體育受到軍國民體育教育思想的影響,使其在學(xué)校的發(fā)展表現(xiàn)出停滯、沒有固定內(nèi)容、政府不重視等特點(diǎn)。 2.民國初期學(xué)校教育中的民族傳統(tǒng)體育(1912-1926)。民國初期民族傳統(tǒng)體育(武術(shù))打破了晚清教育的全盤西式移植,開始探尋切合中國特色新式教育模式的初步過程。隨著《奏定學(xué)堂章程》、《壬戌學(xué)制》等學(xué)制的頒布,我國學(xué)校體育的課程內(nèi)容設(shè)置上發(fā)生了很大的變化,內(nèi)容從單一的兵式體操到以田徑、游戲、球類、武術(shù)等多項(xiàng)為主。1915年第一屆全國教育會(huì)議聯(lián)合會(huì)通過的《擬請(qǐng)?zhí)岢袊f有武術(shù)列為學(xué)校必修課》議案,該議案決定各學(xué)校添授中國舊有武技。1918年教育部召開的全國中學(xué)校長會(huì)議通過的《擬請(qǐng)全國中學(xué)校一律添習(xí)武術(shù)案》,決定將武術(shù)定為中學(xué)校必修內(nèi)容。自此學(xué)校教育中的民族傳統(tǒng)體育逐步得以推廣,并表現(xiàn)出教師質(zhì)量逐步提高、民族體育教學(xué)趨于規(guī)范化等特點(diǎn)。 3.民國中晚期學(xué)校教育中的民族傳統(tǒng)體育(1927-1949)。民國中晚期的學(xué)校體育在自然體育思想的影響下,課程內(nèi)容發(fā)生了變化,內(nèi)容中增添了天然活動(dòng)。武術(shù)在體育界、教育界、政界人士的大力支持下,不但被寫進(jìn)體育課程標(biāo)準(zhǔn)里,而且成為各種運(yùn)動(dòng)會(huì)中的比賽項(xiàng)目,尤其還舉辦了兒童武術(shù)大賽。民國中晚期學(xué)校教育中的民族傳統(tǒng)體育在政府的大力支持下,國術(shù)教師的培養(yǎng)趨于規(guī)范化,編寫出具有權(quán)威性民族傳統(tǒng)體育教材。不足之處在于,國家頒布了大量的法規(guī)文件支持武術(shù)在學(xué)校的開展,但學(xué)校的實(shí)施情況卻很不理想。 4.社會(huì)主義改造時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1949-1957)。建國初期,我國與前蘇聯(lián)的關(guān)系較為密切,教育以學(xué)習(xí)和借鑒前蘇聯(lián)的教育理論和實(shí)踐經(jīng)驗(yàn)為主。教育部頒布體育教學(xué)大綱的指導(dǎo)思想、教學(xué)目標(biāo)、教學(xué)內(nèi)容、教學(xué)組織、教學(xué)方法等無不體現(xiàn)著前蘇聯(lián)的教學(xué)模式和教學(xué)理念。但是,在一邊倒的體育教育思想的引導(dǎo)下,再加上我們對(duì)民族體育文化的認(rèn)識(shí)不夠,致使社會(huì)主義改造時(shí)期學(xué)校體育主要以前蘇聯(lián)學(xué)校體育大綱為模板,將我國優(yōu)秀的民族體育(武術(shù))排除在中小學(xué)的教育之外,使民族傳統(tǒng)體育在學(xué)校教育中缺失。 5.大躍進(jìn)時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1958-1965)。大躍進(jìn)時(shí)期的民族傳統(tǒng)體育逐漸恢復(fù),1961年頒布的《中小學(xué)體育大綱》將武術(shù)規(guī)定為中小學(xué)必修內(nèi)容,并對(duì)各年級(jí)的內(nèi)容及課時(shí)做了具體的規(guī)定,且武術(shù)教學(xué)內(nèi)容以套路為主。此時(shí)期的民族傳統(tǒng)體育教學(xué)存在課時(shí)偏少,專業(yè)武術(shù)教師缺乏,教師對(duì)武術(shù)教學(xué)興趣不高,導(dǎo)致武術(shù)的實(shí)際教學(xué)不能夠達(dá)到大綱的要求。 6.文化大革命時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1966-1976)�！拔幕蟾锩睍r(shí)期的學(xué)校體育受到“左傾”思想的嚴(yán)重影響,使其處于“以勞代體”、“以軍代體”局面,學(xué)校體育已經(jīng)變型,體育課名存實(shí)亡。武術(shù)雖然在中小學(xué)體育教材中出現(xiàn),但其在實(shí)際的教學(xué)中很少開展。與此同時(shí),這一時(shí)期各項(xiàng)民族體育賽事很少舉辦。文化大革命對(duì)我國的學(xué)校體育造成了很大的破壞,讓民族傳統(tǒng)體育教學(xué)處于停滯、扭曲和倒退的狀態(tài)。 7.撥亂反正時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1977-1984)。黨的十一屆三中全會(huì)確立了“解放思想,實(shí)事求是”的思想路線,學(xué)校體育的各項(xiàng)工作開始逐漸恢復(fù)。1978年頒發(fā)的中小學(xué)體育教學(xué)大綱中,武術(shù)仍然作為基本內(nèi)容,但是內(nèi)容變化較大,中小學(xué)仍以套路和基本功為主,而高中則以武術(shù)攻防技術(shù)內(nèi)容為主,改變了以往以套路為主的內(nèi)容體系。在這一時(shí)期,學(xué)校除了開展武術(shù)教學(xué)以外,還注意發(fā)展和挖掘其它民族體育項(xiàng)目進(jìn)入課堂,如舉石擔(dān)、石鎖、拔河、角力、踢毽子等作為選用教材,增加了民族傳統(tǒng)體育地方課程的比重。 8.改革開放高速發(fā)展時(shí)期學(xué)校教育中的民族傳統(tǒng)體育(1985-現(xiàn)在)。1985年以后,我國的政治、經(jīng)濟(jì)、文化、教育等進(jìn)入高速發(fā)展時(shí)期,這一時(shí)期共進(jìn)行了三次課程改革,尤其是第八次課程改革提出國家、地方、學(xué)校的三級(jí)課程管理模式,增強(qiáng)了課程的靈活性和適應(yīng)性。在國家弘揚(yáng)民族傳統(tǒng)文化的大背景下,使得各民族優(yōu)秀的傳統(tǒng)體育開始進(jìn)入課堂,成為學(xué)生喜歡的體育項(xiàng)目。尤其是教育部頒發(fā)《完善中華優(yōu)秀傳統(tǒng)文化教育指導(dǎo)綱要》,要求今后民族傳統(tǒng)文化教育整體規(guī)劃、分層設(shè)計(jì)、有機(jī)銜接、系統(tǒng)推進(jìn),并增加其在課程中的內(nèi)容比重。改革開放高速發(fā)展時(shí)期,民族傳統(tǒng)體育開始成為和諧校園文化建設(shè)的主題內(nèi)容,承載著中華民族優(yōu)秀的文化,滿足著學(xué)生的健身文化和精神文化的雙重需求。 9.縱觀我國民族傳統(tǒng)體育在學(xué)校發(fā)展將近百年歷史,呈現(xiàn)出前進(jìn)與停滯、高峰與低谷、稚嫩與成熟的相互交替的發(fā)展態(tài)勢(shì)。對(duì)我國學(xué)校體育教育中的民族傳統(tǒng)體育發(fā)展歷史梳理,結(jié)合國外發(fā)展民族傳統(tǒng)體育成功經(jīng)驗(yàn),提煉如下啟示：注重民族傳統(tǒng)體育教育的文化內(nèi)涵,增強(qiáng)文化軟實(shí)力；以弘揚(yáng)民族傳統(tǒng)體育文化為教育主旨,增強(qiáng)民族自豪感；以學(xué)校傳承為主,彰顯其文化育人的教育價(jià)值；以教育促進(jìn)民族傳統(tǒng)體育文化的創(chuàng)新與發(fā)展；以傳承民族傳統(tǒng)體育文化為學(xué)校教育任務(wù)之一；挖掘民族傳統(tǒng)體育的教育資源,豐富校園體育文化的多樣性；落實(shí)“三位一體”發(fā)展模式,營造良好的發(fā)展環(huán)境；民族傳統(tǒng)體育豐富校本課程內(nèi)容,滿足學(xué)生多樣化需求；增強(qiáng)學(xué)校體育文化的教育特色,培養(yǎng)學(xué)生健全的人格；加強(qiáng)民族傳統(tǒng)體育教材建設(shè),形成科學(xué)化、系統(tǒng)化的內(nèi)容體系；以高質(zhì)量的師資,促進(jìn)民族傳統(tǒng)體育教育的開展。
[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.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2014
【分類號(hào)】：G807
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本文編號(hào)：1424434