【摘要】 运用历史比较法与内容分析法，系统梳理40年来我国《运动竞赛学》教材的演进历程，指出其存在的问题，并提出未来教材的发展方向。研究发现：我国《运动竞赛学》教材的演进历程可以划分为初步探索(1983-1990年)、快速发展(1991-2007年)与深化发展(2008年至今)三个阶段。在此期间，我国《运动竞赛学》教材建设取得一定成就：(1)教材的内容不断丰富，充分吸收学科研究的最新成果，紧跟竞技体育的发展趋势。(2)教材深入探讨了各运动项目的竞赛方法，帮助学生将理论与实践相结合，培养学生在竞赛组织管理过程中的实际操作能力。(3)教材积极与国家政策对接，响应了竞技体育发展的现实需求。目前，我国《运动竞赛学》教材面临的现实问题如下：(1)教材思政元素缺失，制约了运动竞赛学课程思政的深入拓展；(2)教材内容编纂缺乏差异化调整，制约了教材的创新与特色发展；(3)教材核心内容选择缺乏共识度，制约了学科体系的完善与发展；(4)教材与新媒体融合起步晚、程度低，制约了学生学习效果的提升；(5)统编教材编纂团队组建不合理，影响了教材的权威性和广泛性。未来我国《运动竞赛学》教材应增强教材的教育性，以适应国家对教材立德树人的方向性把握；强化教材的针对性，以满足学生多元化学习需求；保障教材的时效性，以确保教材与学科发展相一致；加强教材的科学性，以提升教材的现代化水平。更多还原

【Abstract】 Employing historical comparative and content analysis, this study systematically examines the developmental trajectory of China’s Science of Sports Competition textbooks over the past forty years, identifies existing limitations, and proposes future improvement pathways. The findings show that the evolution of textbooks can be categorized into exploratory stage(1983-1990), rapid development stage(1991-2007), mature development stage(2008-present). It can be seen that continuous integration of cutting-edge research and alignment with global trends in competitive sports, in-depth analysis of competition methodologies across sports disciplines, bridging theory-practice gaps and enhancing the students’ operational competencies in sports event organization, adaptation to national sports policies and real-world demands of sports development. At present, the lack of curriculum-based core value education hinders holistic education objectives. Minimal differentiation in content design restricts innovation and disciplinary uniqueness. Non-standardized core knowledge frameworks impede disciplinary systematization. Delayed and superficial integration with new media technologies limits pedagogical effectiveness. Non-inclusive textbook development teams compromise textbook authority and representatives. In the future, it is important to embed virtue fostering and talent cultivation in order to align with the national educational directives, to address diverse learner needs through modular and adaptive content structures, to establish dynamic revision mechanisms in order to synchronize with disciplinary advancements, to incorporate evidence-based methodologies and digital tools in order to modernize content delivery.更多还原