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摘要:改革开放30年来,纵观武术教育的发展历程,可以概括为:(1)1978~1989年的武术教育思想大讨论,起到了解放思想、重新认识武术的作用;(2)1990~1999年武术在学校教育中全面推广,期间武术的文化内涵、教学和学科体系的构建成为学界关注的焦点;(3)新世纪伊始,学者们从武术教育的历史入手逐渐过渡到武术的文化教育价值、教育改革、教育体系等方面的研究上来。贯穿这一历程的主线则是武术教育的日益完善与发展。但30年来的武术教育研究却不容乐观:基础理论研究不深入、应用理论研究规模小、研究范式与方法较单一、跨学科与跨领域的研究较其他学科少。研究表明,拓展武术教育研究领域,重视多元化的研究范式与方法将成为未来武术教育研究的趋势。
关键词:民族传统体育;武术教育;综述
中图分类号:G852 文献标识码:A文章编号:1006-7116(2009)09-0092-06
Dissection of hot issues about Wushu education in 30 years of reform and opening
SANG Quan-xi1,ZHANG Guo-dong2
(1.School of Physical Education,Heze Institute,Heze 274015,China;
2.School of Physical Education,Southwest University,Chongqing 400715,China)
Abstract: The course of development of Wushu education in 30 years of reform and opening can be in general divided into the following periods: 1) 1978-1989: extensive discussion about the ideology for Wushu education, which played a role in freeing our minds and retrospecting Wushu; 2) 1990-1999: comprehensive popularization of Wushu in scholastic education, in this period the cultural connotation and teaching of Wushu as well as the establishment of the disciplinary system of Wushu had become the focal point of attention of the academic community; 3) since the beginning of the new century, scholars have gradually shifted their attention from the study of the history of Wushu education to the study of the cultural and educational values, educational reform and educational system of Wushu. It is the ever increasing perfection and development of Wushu education that went through such a course of development. However, for the following reasons we are not optimistic about the study of Wushu education in 30 years: the study of basic theories is not profound; the scale of the study of application theories is small; the research forms and methods are undiversified; the trans-discipline and trans-area researches are less than other disciplines. Via their study the authors concluded that expanding the range of study of Wushu education and focusing on diversified research forms and methods will be come a new trend for the study of Wushu education in the future.
Key words: traditional national sports;Wushu education;overview
30年的改革开放不但引发了中国经济的高速增长,而且也导致整个社会体制、人们的社会交往方式和思想观念的巨大变化。中国的武术教育也正是在这个时代大变迁和社会大变革的背景中悄然发生着变化。总体来说,30年来武术教育的发展大体经历了3个阶段:20世纪70年代末期到80年代末期的恢复与重建;90年代武术教育在学校教育中全面推进;21世纪武术教育在教育发展中的重新定位。
1武术教育思想大讨论(1978~1989年)
1.1关于武术性质的讨论
建国后,武术被正式列入体育范畴,在特殊的历史条件下,其艺术表现功能成为发展的主流。关于武术性质的争鸣由此开始。蔡龙云[1]在1957年《新体育》第2期上撰文指出:武术套路“功能上在于它的动作优美,气势雄健,能给人以极大的感染力,是技击反映在舞中的表演艺术”,这种“舞”可以看作一种“古代艺术体操”归纳在体育项目之中。而吴明高[2]在《新体育》第4期则指出:“武术是健身和学习技击的东西……如果武术失去了‘技击’,它就不成为武术,而变成纯粹的体操或者舞蹈动作。”接着徐哲东和向一等人在《新体育》和《体育文丛》上也发表看法,一致认为不能过分强调武术中的“舞”,武术的发展离不开“技击”,争论一直持续到80年代末。
改革开放后,由于文化领域“百花齐放,百家争鸣”方针的确立,武术界思想解放,关于武术性质争论又掀起了一番高潮。1983年,孙金亮[3]就当时《武术》教材中有关武术概念的表述表示质疑。当时《武术》教材主要执笔者习云太[4]对该文章进行了回应,虽然他们争论的焦点在武术与武勇、武艺的区分上,但二者对于武术性质的理解还是一致的,即认为武术属于中国的民族传统体育项目,具有体育属性。此后,一些学者认为技击是武术运动的本来面目,技击性是武术区别于其它民族形式体育运动项目的本质属性,健身只是武术的价值之一[5]。
虽然这一时期关于武术性质和价值的探讨没有达成共识,但对于武术教育思想的发展有着重要的意义:第一,它有助于人们纠正长期以来对于武术就是打的片面认识,引导人们走出“唯技击论”的误区;第二,它凸显了武术的体育属性,有助于人们明确武术的健身价值;第三,它活跃了武术的科研气氛,为后来武术教育思想的发展打下基础。
关键词:民族传统体育;武术教育;综述
中图分类号:G852 文献标识码:A文章编号:1006-7116(2009)09-0092-06
Dissection of hot issues about Wushu education in 30 years of reform and opening
SANG Quan-xi1,ZHANG Guo-dong2
(1.School of Physical Education,Heze Institute,Heze 274015,China;
2.School of Physical Education,Southwest University,Chongqing 400715,China)
Abstract: The course of development of Wushu education in 30 years of reform and opening can be in general divided into the following periods: 1) 1978-1989: extensive discussion about the ideology for Wushu education, which played a role in freeing our minds and retrospecting Wushu; 2) 1990-1999: comprehensive popularization of Wushu in scholastic education, in this period the cultural connotation and teaching of Wushu as well as the establishment of the disciplinary system of Wushu had become the focal point of attention of the academic community; 3) since the beginning of the new century, scholars have gradually shifted their attention from the study of the history of Wushu education to the study of the cultural and educational values, educational reform and educational system of Wushu. It is the ever increasing perfection and development of Wushu education that went through such a course of development. However, for the following reasons we are not optimistic about the study of Wushu education in 30 years: the study of basic theories is not profound; the scale of the study of application theories is small; the research forms and methods are undiversified; the trans-discipline and trans-area researches are less than other disciplines. Via their study the authors concluded that expanding the range of study of Wushu education and focusing on diversified research forms and methods will be come a new trend for the study of Wushu education in the future.
Key words: traditional national sports;Wushu education;overview
30年的改革开放不但引发了中国经济的高速增长,而且也导致整个社会体制、人们的社会交往方式和思想观念的巨大变化。中国的武术教育也正是在这个时代大变迁和社会大变革的背景中悄然发生着变化。总体来说,30年来武术教育的发展大体经历了3个阶段:20世纪70年代末期到80年代末期的恢复与重建;90年代武术教育在学校教育中全面推进;21世纪武术教育在教育发展中的重新定位。
1武术教育思想大讨论(1978~1989年)
1.1关于武术性质的讨论
建国后,武术被正式列入体育范畴,在特殊的历史条件下,其艺术表现功能成为发展的主流。关于武术性质的争鸣由此开始。蔡龙云[1]在1957年《新体育》第2期上撰文指出:武术套路“功能上在于它的动作优美,气势雄健,能给人以极大的感染力,是技击反映在舞中的表演艺术”,这种“舞”可以看作一种“古代艺术体操”归纳在体育项目之中。而吴明高[2]在《新体育》第4期则指出:“武术是健身和学习技击的东西……如果武术失去了‘技击’,它就不成为武术,而变成纯粹的体操或者舞蹈动作。”接着徐哲东和向一等人在《新体育》和《体育文丛》上也发表看法,一致认为不能过分强调武术中的“舞”,武术的发展离不开“技击”,争论一直持续到80年代末。
改革开放后,由于文化领域“百花齐放,百家争鸣”方针的确立,武术界思想解放,关于武术性质争论又掀起了一番高潮。1983年,孙金亮[3]就当时《武术》教材中有关武术概念的表述表示质疑。当时《武术》教材主要执笔者习云太[4]对该文章进行了回应,虽然他们争论的焦点在武术与武勇、武艺的区分上,但二者对于武术性质的理解还是一致的,即认为武术属于中国的民族传统体育项目,具有体育属性。此后,一些学者认为技击是武术运动的本来面目,技击性是武术区别于其它民族形式体育运动项目的本质属性,健身只是武术的价值之一[5]。
虽然这一时期关于武术性质和价值的探讨没有达成共识,但对于武术教育思想的发展有着重要的意义:第一,它有助于人们纠正长期以来对于武术就是打的片面认识,引导人们走出“唯技击论”的误区;第二,它凸显了武术的体育属性,有助于人们明确武术的健身价值;第三,它活跃了武术的科研气氛,为后来武术教育思想的发展打下基础。