【摘要】 从中西文化争议、武术入校、体育代替体操、政令颁布规范等论证了1919年为近代学校武术发展的起点。对学校武术百年文化本位发展的四个阶段进行梳理,着重分析深陷尊严抗争中、融入竞技运动化、梦寐国际奥运会以及回归优秀民族性四种文化本位的表现形式;剖析得出学校武术文化本位观存在被视为对抗西方文化的利器,弱化了对学生发展的关注,造成了对国家政策的依赖,削弱了自身发展生命力的时弊;究其缘由是文化思想的历史局限、文化模仿的后进劣势、文化传承的政治依附等;进而提出应注意文化本位的路径改良、文化自信的内化笃行、以武化人的本我超我的消解之法。更多还原

【Abstract】 This present paper first proposes that the year of 1919 is the starting point for the development of modern school Wushu by referring to the disputes between Chinese and Western culture, admission of martial arts into schools, replacement of gymnastics by sports, and government orders and norms regarding Wushu education in school. It then analyzes the four representational forms of school Wushu culture corresponding to the four stages in the development of school Wushu in the past hundred years, namely, struggle for dignity, infusion of sports competitiveness, the Olympic dream, and return to nationality. Our research shows that when Wushu is used as a weapon against Western culture, it will weaken its concern for the development of students, resulting in its overdependence on national policies and lack of developmental vitality; the reasons include the historical limitation of cultural thoughts, the disadvantage of cultural imitation and the political attachment of cultural inheritance; measures to change the situation include improving the path to change Wushu cultural position, internalizing cultural self-confidence, and transcending the traditional view of achieving self-improvement through Wushu.更多还原