Characteristics, examination, and construction of the evolution of school physical education curriculum discourse since the reform and opening-up——An analytical perspective based on sociocultural change
改革开放以来学校体育课程话语流变的特征、审视与建构——基于社会文化变迁的分析视角

摘要

论文运用文献计量分析、话语分析与逻辑思辨等研究方法，系统考察改革开放以来我国学校体育课程话语的历史流变。研究发现，其话语演进呈现出时代融合性、正向流动性与反向建构性三重本质特征；在现实语境中，存在教学标准化导致的主体性消解、本土理论式微引发的文化依附、理论实践断裂造成的效能困境，以及师生话语权力结构失衡等深层矛盾。研究提出，需通过标准化与个性化的辩证统一、本土化与国际化的双向调适、理论性与实践性的有机耦合、教师主导性与学生主体性的协同重构，构建具有中国特色的学校体育课程话语体系，为新时代学校体育高质量发展提供理论参照。

Abstract

This study employs bibliometric analysis, discourse analysis, and logical reasoning to systematically examine the historical evolution of school physical education curriculum discourse in China since the Reform and Opening-up. The research reveals that its discursive development exhibits three essential characteristics: era integration, positive fluidity, and reverse constructiveness. Within the practical context, deep-seated contradictions persist, including the erosion of subjectivity due to teaching standardization, cultural dependence stemming from the decline of local theories, efficacy dilemmas caused by the theory-practice disconnect, and imbalances in teacher-student discourse power structures. The study proposes constructing a school physical education curriculum discourse system with Chinese characteristics through dialectical unity of standardization and personalization, bidirectional adaptation of localization and internationalization, organic coupling of theoretical depth and practical relevance, and collaborative reconstruction of teacher leadership and student agency. This framework aims to provide theoretical reference for the high-quality development of school physical education in the new era.