辨误与厘正:学校体育“健康第一”理论立足点检视
|
摘要
我国学校体育以"健康第一"作为指导思想或核心理念是对国家宏观政策的呼应,但同时也暴露出诸多问题:1)"健康第一"在学校体育中凸显,而其学校教育背景则相对被忽略;2)"健康第一"展开中缺乏对健康内涵演变的考察;3)对"健康第一"的理解存在"主次"排序的误读;4)(学校)体育与健康关系定位不当导致学校体育对健康的僭越。针对以上问题,研究认为:1)"健康第一"作为学校体育指导思想具有衍生性、同质化、自上而下导出和放大化的取向,应与学校教育"健康第一"指导思想做出必要的区分;2)新中国成立后,"健康第一"经历了不同时期,其健康内涵在前后两个阶段分别为医学健康和身体素质主导,当前践行中则呈现突出生理负荷等趋向,新时期学校体育推行"健康第一"需要寻求新的外在支持和内在学理;3)毛泽东同志提出"健康第一"的语境为"学生减负",其重要启示在于揭示健康的基础、根本意义。基于此,学校体育推行"健康第一"的重要着力点应为当健康与那些影响、损及健康的因素冲突时以健康为重,而非对体育内含各价值、功能排序中把健康列为第一;4)应在大健康观的视域下审视学校体育"健康第一",而非仅局限于体育的有限"健康"功能,以及囿于运动量和强度的规定;5)学校体育推行"健康第一"应与学校教育及体育多维育人价值同构。
"Health first" is the guiding ideology or the core idea of school physical education(and other fields) in China. On the one hand, this guiding ideology is the echo of national macro-policy, on the other hand, it also exposes many theoretical and practical problems. Its theoretical foothold faces the following challenges: 1) "Health first" is too prominent in school physical education, but its school education background is ignored to some extent, the practice of "health first" lacks an examination of the evolution of health connotation; 2) The understanding of "health first" has the misreading of the order of "primary and secondary"; 3) The improper positioning of the relationship between physical education and health leads to the violation of school physical education to health. Therefore, we should point out that: 1) As the guiding ideology of school physical education, "Health first" has the orientation of derivation, homogeneity, top-down derivation and magnification. It is necessary to make a clear distinction with the guiding ideology of "Health first" in school education. 2) After the founding of the People's Republic of China, "Health first" has gone through different periods, and the meanings of health were respectively dominated by medical health and physical quality. At present, there is a tendency to stress physiological load in practice. The implementation of "health first" in school physical education in the new period needs to seek new external support and internal theoretical foundation. 3) President Mao Zedong put forward the background of "health first" as "reducing the burden". Its important enlightenment lies in revealing the basis and fundamental significance of health. Based on the above, the key point of implementing "health first" in school physical education should be as follows: When health conflicts with those factors that affect health, health is the most important factor, not the first one in the ranking of the values and functions of sports. 4) Examining the "health first" in school physical education should be from the perspective of macro-health concept, rather than the limited health function of sports, as well as the regulation of the amount and intensity of exercise. 5) The implementation of "health first" in school physical education should be the same as the value of school education and multi-dimensional education.
"Health first" is the guiding ideology or the core idea of school physical education(and other fields) in China. On the one hand, this guiding ideology is the echo of national macro-policy, on the other hand, it also exposes many theoretical and practical problems. Its theoretical foothold faces the following challenges: 1) "Health first" is too prominent in school physical education, but its school education background is ignored to some extent, the practice of "health first" lacks an examination of the evolution of health connotation; 2) The understanding of "health first" has the misreading of the order of "primary and secondary"; 3) The improper positioning of the relationship between physical education and health leads to the violation of school physical education to health. Therefore, we should point out that: 1) As the guiding ideology of school physical education, "Health first" has the orientation of derivation, homogeneity, top-down derivation and magnification. It is necessary to make a clear distinction with the guiding ideology of "Health first" in school education. 2) After the founding of the People's Republic of China, "Health first" has gone through different periods, and the meanings of health were respectively dominated by medical health and physical quality. At present, there is a tendency to stress physiological load in practice. The implementation of "health first" in school physical education in the new period needs to seek new external support and internal theoretical foundation. 3) President Mao Zedong put forward the background of "health first" as "reducing the burden". Its important enlightenment lies in revealing the basis and fundamental significance of health. Based on the above, the key point of implementing "health first" in school physical education should be as follows: When health conflicts with those factors that affect health, health is the most important factor, not the first one in the ranking of the values and functions of sports. 4) Examining the "health first" in school physical education should be from the perspective of macro-health concept, rather than the limited health function of sports, as well as the regulation of the amount and intensity of exercise. 5) The implementation of "health first" in school physical education should be the same as the value of school education and multi-dimensional education.
引文
董翠香,苏朋,季浏,2013.美英日中学校体育指导思想分析[J].体育文化导刊,(12):81-85.
傅虹桥,2015.新中国的卫生政策变迁与国民健康改善[J].现代哲学,(5):44-50.
李力研,2003.体育:“培养人的勇敢”:亚里士多德体育思想解析[J].中国体育科技,39(5):2-6.
李茂堂,2002.德、日两国体育教学指导思想模式比较[J].南京体育学院学报,16(5):35-37.
鹿璐,2014.发展体育运动,增强人民体质题词的背后[N].中国档案报,2014-7-3.
毛泽东,1987.建国以来毛泽东文稿(第1册)[M].北京:中央文献出版社出版:413.
苏静静,张大庆,2016.世界卫生组织健康定义的历史源流探究[J].中国科技史杂志,37(4):485-499.
谭广,谭红,马卫平,2009.关于健康第一基本理念的思考[J].体育学刊,16(1):46-49.
王志敏,杨旭东,蔡宝忠,2005.解读“健康”与“健康第一”思想[J].北京体育大学学报,28(7):967-969.
辛利,2013.对学校体育“健康第一”指导思想的思考[J].体育学刊,20(5):8-11.
新华网,2018.习近平:坚持中国特色社会主义教育发展道路,培养德智体美劳全面发展的社会主义建设者和接班人[EB/OL].[2018-09-10].http://www.xinhuanet.com/politics/leaders/2018-09/10/c_1123408400.htm.
熊晓正,钟秉枢,2010.新中国体育60年[M].北京:北京体育大学出版社:44.
杨贵仁,1999.牢固树立健康第一指导思想,切实加强学校体育卫生工作[J].中国学校体育,(6):6-7.
叶茂盛,陶永纯,郝阳阳,等,2017.美俄日英澳5国体育课程标准研究[J].北京体育大学学报,40(9):81-87,95.
曾承志,2007.健康概念的历史演进及其解读[J].北京体育大学学报,30(5):618-619,62.
张大超,杨娟,2017.美国3版《K-12国家体育教育标准》演变对学校体育影响的比较研究及启示[J].体育科学,37(10):21-31.
赵驰,任苒,2015.健康观的再认识[J].医学与哲学,36(12A):15-18.
朱素蓉,王娟娟,卢伟,2018.再谈健康定义的演变及认识[J].中国卫生资源,21(2):180-184.
朱小蔓,王平,2019.陶行知的生命教育思想与实践[J].江海学刊,(1):224-232.
(1)“健康的精神”为价值理性,不同于“健康的心理”中的心理指标。
(1)包括世界卫生组织在内所提出的有关健康的权威概念均基于医学模式(苏静静等,2016)。
傅虹桥,2015.新中国的卫生政策变迁与国民健康改善[J].现代哲学,(5):44-50.
李力研,2003.体育:“培养人的勇敢”:亚里士多德体育思想解析[J].中国体育科技,39(5):2-6.
李茂堂,2002.德、日两国体育教学指导思想模式比较[J].南京体育学院学报,16(5):35-37.
鹿璐,2014.发展体育运动,增强人民体质题词的背后[N].中国档案报,2014-7-3.
毛泽东,1987.建国以来毛泽东文稿(第1册)[M].北京:中央文献出版社出版:413.
苏静静,张大庆,2016.世界卫生组织健康定义的历史源流探究[J].中国科技史杂志,37(4):485-499.
谭广,谭红,马卫平,2009.关于健康第一基本理念的思考[J].体育学刊,16(1):46-49.
王志敏,杨旭东,蔡宝忠,2005.解读“健康”与“健康第一”思想[J].北京体育大学学报,28(7):967-969.
辛利,2013.对学校体育“健康第一”指导思想的思考[J].体育学刊,20(5):8-11.
新华网,2018.习近平:坚持中国特色社会主义教育发展道路,培养德智体美劳全面发展的社会主义建设者和接班人[EB/OL].[2018-09-10].http://www.xinhuanet.com/politics/leaders/2018-09/10/c_1123408400.htm.
熊晓正,钟秉枢,2010.新中国体育60年[M].北京:北京体育大学出版社:44.
杨贵仁,1999.牢固树立健康第一指导思想,切实加强学校体育卫生工作[J].中国学校体育,(6):6-7.
叶茂盛,陶永纯,郝阳阳,等,2017.美俄日英澳5国体育课程标准研究[J].北京体育大学学报,40(9):81-87,95.
曾承志,2007.健康概念的历史演进及其解读[J].北京体育大学学报,30(5):618-619,62.
张大超,杨娟,2017.美国3版《K-12国家体育教育标准》演变对学校体育影响的比较研究及启示[J].体育科学,37(10):21-31.
赵驰,任苒,2015.健康观的再认识[J].医学与哲学,36(12A):15-18.
朱素蓉,王娟娟,卢伟,2018.再谈健康定义的演变及认识[J].中国卫生资源,21(2):180-184.
朱小蔓,王平,2019.陶行知的生命教育思想与实践[J].江海学刊,(1):224-232.
(1)“健康的精神”为价值理性,不同于“健康的心理”中的心理指标。
(1)包括世界卫生组织在内所提出的有关健康的权威概念均基于医学模式(苏静静等,2016)。