范式及其反思:我国高校体教专业术科教学改革研究20年

Paradigm and Reflection:Reform of Sports Related Specialties in University Physical Education Programs in Past 20 Years

自1992年以来教育部颁布了3套普通高等学校体育教育本科专业主干课程教学指导纲要,术科教学改革有了政策依据。但是从近20年的相关研究来看,我国高校体育教育专业的术科教学改革步履维艰。在我国的术科教学改革研究过程中,形成了"目的—手段"范式和"问题—解题"范式,"问题—解题"范式又呈现出"逻辑演绎范式"和"实证分析范式"。与"目的—手段"范式与"逻辑演绎"范式所呈现出的虚假的繁荣状况相比,应该清醒地认识"实证分析"范式的优缺点。术科教学改革研究范式需要转向,走实证分析和人文理解相融合之路。

Since 1992, the ministry of education have issued three sets of main curricular guidelines of physical education undergraduate programs in colleges and universities, which put new requirements on the reform of physical education. Seen from the perspective of relative researches in the past 20 years, the reform was difficult. There formed two paradigms of the reform, the ＂purpose - means＂ paradigm and the ＂problem - problem solving paradigm＂. The ＂problem- problem solving＂ paradigm also presented two paradigms which are the ＂logical deduction paradigm＂ and the ＂empirical a- nalysis paradigm＂. The ＂purpose-means＂ paradigm and the ＂logical deduction paradigm＂ seemed to be fruitful, yet advantages and disadvantages of the ＂empirical analysis paradigm＂ should also be fully recognized. The reform needed to integrate the empirical analysis and humanistic understanding.