武术生理身体认知的教育遗产及对学校武术教学的启示  

Educational Heritage of Wushu Physiological Cognition and the Implications for Wushu Teaching

作　　者：段丽梅[1,2] 戴国斌[2] 韩红雨[3] 刘佳丽[4] DUAN Limei;DAI Guobin;HAN Hongyu;LIU Jiali(Department of Physical Education, Yuncheng University,Yuncheng 044000,China;School of Martial Arts,ShanghaiUniversity of Sport,Shanghai 200438,China;Hebei Institute of Physical Education, Shijiazhuang 050700,China;Shanghai University of Traditional Chinese Medicine, Shanghai 201203, China.)

机构地区：[1]运城学院体育系,山西044000 [2]上海体育学院武术学院,上海200438 [3]河北体育学院,河北050700 [4]上海中医药大学,上海201203

出　　处：《首都体育学院学报》2017年第2期122-127,共6页Journal of Capital University of Physical Education and Sports

基　　金：教育部人文社会科学研究规划基金项目(16YJA890003);山西省教育科学"十三五"规划课题(GH-16095)

摘　　要：通过文献资料法、逻辑辩证法、归纳及演绎法,对传统武术实践教育经验分析认为:传统武术传承的是以身体认知(认知生理身体就是对其结构与功能的认知)为导向,由术及道具有层次化的教育实践。武术身体认知学习主要分为"形熟""艺精"与"道合"3个阶段,每阶段各有主要的身体教育内容,亦有贯穿每个阶段递进深化的教育内容。"由术及道层次化的身体认知"教育遗产经验研究不但是对武术文化自觉的响应,更给予当前处于发展瓶颈期的学校武术教育实现由记动作到认知身体结构与功能的教育转向,真正回归武术传承的实质。Through using the method of literature review,logical dialectics,induction and deduction,the author makes an analysis on the heritage of Wushu educational experience,the result shows that Wushu inheritance is a hierarchical educational practice of ＂from technique to philosophy＂process oriented by physical cognition where the body cognition to physical health is the cognition of structure and function.The Wushu inheritance includes three stages：similar imitation,skillful technique,and identical philosophy.Each stage has its main body education,and it also has the content of education through each stage.Wushu education heritage is not only the response to cultural consciousness,but also the educational transfer from memorizing motions to the cognition of physical structure and functions in school Wushu education,realizing the true essence of Wushu education heritage.

关 键 词：学校武术 身体认知 层次化 传承遗产 传统武术 教育遗产 武术传承 

分 类 号：G852[文化科学—民族体育]