【作者】 朱琳；

【导师】 李龙；

【作者基本信息】 苏州大学 ， 体育学， 2023， 博士

【摘要】 “课程思政”是指以构建全员、全过程、全方位育人格局的形式,实现各类课程与思想政治理论课同向同行,形成协同育人效应,把“立德树人”作为教育的根本任务的一种综合教育理念。武术是中华民族优秀传统文化的重要载体,武术课程思政实质是用民族文化来培养中国特色社会主义接班人的一种重要途径,基于此,本研究运用了专家访谈法,文献资料法、德尔菲法和层次分析法对新时代武术课程思政体系进行建构,其研究结论如下:(1)武术课程思政体系是指在马克思主义教育思想和“三全育人”教育理念指导下,以立德树人为目标,按照武术教育规律,将课程思政元素和武术文化元素有机结合,并融入武术教育目标、教育内容、教育实施路径和教育评价中形成的武术课程思政教育闭环系统。其目的是“以武育人、以武化人”,为中国式现代化建设培养接班人和建设者。(2)各个学段的武术课程思政目标也存在一定的差异性。按照学段划分的武术课程思政目标主要包括:水平一:通过武术礼仪的学习培养良好的武德,通过武术英雄人物故事培养爱国主义精神和民族自豪感。水平二:理解武术礼仪蕴含的武德内涵,理解武术英雄人物故事的武术精神和武术文化。水平三:熟练运用武术礼仪并内化为行为规范,通过武术技术动作的学习培养坚持不懈的意志品质。水平四:在武术习练过程中体悟武术精神、武术文化、武德等相关内容,通过武术竞赛形成良好的集体荣誉感,水平五:深入领会“以武育人”内涵,深入理解武术精神、武术道德和武术文化,将武术精神、武德等迁移至日常生活中。高校武术课程思政目标:形成终身武术的锻炼意识;具备较强的武术实践能力;树立正确的价值观和崇高的理想信念。(3)按照学段划分的武术课程思政内容主要包括:水平一:武术礼仪规范,武术名家的英雄事迹。水平二:武术礼仪蕴含的武德元素,武术故事中的爱国主义精神和文化内涵。水平三:武术礼仪中的武德内涵,武术套路组合和简单的防身自卫的技击动作。水平四:武术格斗范例和竞赛活动中所蕴含的武术道德和集体主义精神等。水平五:传统养生功法和简单的防身术以及其中所蕴含的武学思想以及中国传统文化内涵。高校武术课程思政内容:规定长拳、规定剑术、短棍等相对复杂的武术套路和技战术中蕴含的深层次武术精神、武术道德、武术文化等。(4)武术课程思政的实践路径是以“三全育人”为指导,在价值引领的基础上,协调全员进行的贯穿大中小学全过程,全方位实施的育人方法。具体所指是:全员育人,强化育人主体的思政理念,强化学生主体意识,实现师生双向互动。全过程育人,贯穿大中小学教育始终,在阶段性武术教学中强化思政意识,加强大中小学武术课程思政实施方法上的有序衔接。全方位育人,实现武术课程思政“三课堂”协同育人和武术课程思政线上线下融合。(5)武术课程思政评价指标主要有三级指标构成。包括3项一级指标,13项二级指标和28项三级指标。一级指标包括教师素养、学生成长和课程实施三个方面;教师素养的二级指标和三级指标包括,(1)武术专业水平:武术理论知识的储备,武术技术水平;(2)武术思政教学过程:课程目标设计,教学内容的选择,教学方法的选择,课程组织形式;(3)教学评价与反馈:学生道德修养的提升,学生对武术课程的满意度;德育意识:融入思政理念的主动性,武术课程融入思政教育的科学性。学生成长的二级指标和三级指标包括,(1)情感态度:对武术精神的学习兴趣,武术第二、三课堂的参与情况;(2)身体健康:武术素质达标情况,身体机能的发展情况;(3)心理健康与社会适应:能否通过武术锻炼调节自己的情绪,参与武术社会活动的情况;(4)武术课程思政学习效果:对武术精神内涵的领悟,武术技能的实际运用,武术课程成绩及格率和优秀率。课程实施的二级指标和三级指标分别是,(1)武术课程思政资源:武术思政案例、网络资源是否丰富;(2)武术课程思政目标:涵盖各个学段武术理论知识传授,涵盖各个学段武术运动技能传授,涵盖价值引领目标;(3)武术思政内容:武术理论、技术、武德的融合情况,融入思政内容的合理性;(4)武术课程思政方法:灵活使用多媒体辅助教学,实现第二、三课堂互联互通;(5)评价考核:评价礼仪状态、武术精神和武术道德的“内化”情况。(6)武术课程思政评价的一级指标权重值分别为教师素养0.137,学生成长0.239,课程实施0.624,其中教师素养中权重最高的是教师的德育意识0.49,学生成长中权重最高是武术课程思政学习效果0.45,课程实施中权重最高是的武术课程思政的教学方法0.292和评价考核0.292。更多还原

【Abstract】 "Ideological and Political Theories teaching in All Courses"refers to the form of building a whole staff,the whole process,and the whole course,realizing various courses and ideological and political theory classes,forming a synergistic educational effect,and putting"Lid Tree"as an education A comprehensive education concept of fundamental task.Wushu is an important carrier for the excellent traditional Chinese culture of the Chinese nation.The Wushu courses are an important way to cultivate the socialist successor with national culture.Based on this,this study used expert interviews,literature review,Delphi method method and analytic hierarchy process to construct the ideological and political system of martial arts curriculum in the new era.Its research conclusions are as follows:(1)Wushu curriculum system refers to the Wushu curriculum guided by Marxist education ideology and"three comprehensive education"education concept,with the goal of establishing moral education,in accordance with the law of Wushu education,the organic combination of curriculum thinking political elements and Wushu cultural elements,and into the martial arts education objectives,education content,education implementation path and education evaluation in the formation of the Wushu curriculum The closed-loop system of thinking and political education.Its purpose is to"educate people with Wushu,transform people with Wushu"and train successors and builders for the construction of Chinese modernization.(2)Different schools have different Wushu courses.The Wushu courses of large and middle schools are mainly:horizon 1:Through the study of Wushu etiquette,cultivate good Wude,through martial art heroes,cultivate national pride.Horizontal 2:Understand the Wushu spirit and Wushu culture of Wudao etiquette contained in the Wushu etiquette.Level 3:Proficiency in the use of Wushu etiquette and internalization into behavioral norms,through the training of Wushu technology and training.Level 4:In the process of Wushu practice,Wushu,Wu De,etc.And Wushu culture,migrate Wushu spirit,Wude,etc.into daily life.College Wushu courses,hidden goals:forming lifeworking awareness;with strong Wushu practice;establishing the correct values.(3)The programs of the Wushu courses in accordance with the school mainly include:Level 1:Wushu etiquette norm,Wushu famous heroic deeds.Horizontal 2:Wushu etiquette contained Wu De Elements,Wushu stories in Wushu spirit and cultural connotation.Level 3:Wushu etiquette,Wushu routine combination and Wushu technology.Level 4:Wushu moral and Wushu spirit contained in Wushu fight.Horizontal five:self-defense,eight paragraphs,Tai Chi,etc.,the Wushu thinking.College curriculum content:Provisions of the long boxing,stipulates the relatively complex Wushu and technical scratches such as swordsmanship,and the technical scratch,Wushu morality,Wushu culture,etc.(4)The practice path of the Wushu courses is"three full education".The specific refersent is:in the whole staff,strengthen the thinking concept of the entity of the educated people,strengthen the student’s consciousness,and achieve two-way interaction between teachers and students.In the whole process,we have always been successively intensive in the teaching of the teaching of Wushu teaching,strengthening the orderly connection of the Wushu courses in the Wushu course.At all-in-law,the Wushu courses"three class"collaborative education,Wushu courses on the line.(5)Wushu course Civics evaluation index system mainly consists of three levels of indicators.The primary indicators include three aspects of teacher quality,student growth and course implementation;the secondary and tertiary indicators of teacher quality include,1 martial arts professional level:the reserve of martial arts theoretical knowledge and martial arts technical level;2 martial arts thinking and politics teaching process:course objective design,teaching content selection,teaching method selection,course organization form;3 Teaching evaluation and feedback:improvement of students’moral cultivation,students’satisfaction with martial arts courses;moral education awareness:the initiative of integrating into the concept of thinking and politics,and the scientificity of integrating martial arts courses into thinking and politics education.The secondary and tertiary indicators of students’growth include,1 Emotional attitude:interest in learning the spirit of wushu,participation in the second and third classes of wushu;2 Physical health:attainment of wushu quality standards,development of physical functions;3 Mental health and social adaptation:whether they can regulate their emotions through wushu exercise,participation in wushu social activities;4 Wushu course Civics learning effect:comprehension of the spirit of wushu,practical application of wushu skills,passing and excelling rates of wushu course grades.The secondary and tertiary indicators for the implementation of the curriculum are,respectively,1 Wushu course thinking and political resources:whether there are abundant Wushu thinking and political cases and network resources;2 Wushu course thinking and political objectives:covering the teaching of theoretical knowledge of Wushu in each school section,covering the teaching of Wushu sports skills in each school section,covering the value-led objectives;3 Wushu thinking and political contents:the integration of Wushu theory,technique and martial arts morality,and the rationality of integrating into thinking and political contents;4 Wushu course thinking and political methods:the flexible use of multimedia-assisted teaching,and the interconnection of the second and third classes;5 Evaluation and assessment:evaluating the"internalization"of the state of etiquette,martial arts spirit and martial arts morality.(6)The index weights for the evaluation of the Wushu curriculum Civics were determined,in which the weight values of the primary indexes were 0.137 for teacher quality,0.239 for student growth,and 0.624 for curriculum implementation,in which the highest weight in teacher quality was 0.49 for teachers’moral awareness,the highest weight in student growth was 0.45 for the learning effect of Wushu curriculum Civics,0.292 for the teaching method of Wushu curriculum Civics in curriculum implementation,and 0.292 for evaluation assessment.On this basis,the evaluation index system of Wushu course Civics was constructed.更多还原