技术兴趣、实践兴趣与解放兴趣:学校武术教育价值取向的历史演变与当代审思  

Technical Interest,Practical Interest and Liberation Interest:The Historical Evolution and Contemporary Consideration of the Value Orientation of School Wushu Education

作　　者：柴广新 孙蓉 邱秦 吴天宇 CHAI Guangxin;SUN Rong;QIU Qin;WU Tianyu(School of Physical Education and Health,Jiangri Science and Technology Normal University,Nanchang 330038,China)

机构地区：[1]江西科技师范大学体育与健康学院,南昌330038

出　　处：《体育与科学》2025年第2期102-111,共10页Journal of Sports and Science

基　　金：江西省高校人文社会科学研究项目“百年来学校武术教育改革经验与启示研究”,项目号:TY22108。

摘　　要：为推进新时代学校武术教育高质量发展,采用文献研究法与逻辑分析法,基于哈贝马斯三重认识兴趣理论,系统考察我国学校武术教育价值取向的历史演变轨迹。研究认为,(1)哈贝马斯三重认识兴趣理论与我国学校武术教育改革历史中依次形成的以技能本位、文化本位和体质本位为价值取向的技能理性,追求主体间性、体验性和共识性的实践理性,以及以素养为本的全面发展教育价值取向之间存在良好的契合联系,为探析学校武术教育价值取向的历史演变提供了理论基础。(2)在学校武术教育价值取向的演变过程中,技术兴趣取向陷入技能、文化和体质本位的程式化窠臼,实践兴趣取向受制于学习兴趣或教学场域的交往局限。(3)“技能、文化、体质本位和实践本位”四种学校武术教育价值取向的历史演变均有其目的的合理性和需要性,但是过度单一取向和工具理性导致武术教育本体价值的消解。(4)基于“解放兴趣”理论框架,提出“素养本位”的当代武术教育复合价值取向模型:以“核心技击技术”为技术取向,解放程式化套路技术的禁锢;以培养学生武术技击能力为实践取向,解放固定的演练方式限制;以“培育精神”为道德取向,解放过度技术和实践价值的追求。In order to promote the high-quality development of school wushu education in the new era, this study adopts literature research method and analysis method, based on Habermas' s theory of three-fold cognitive interest, to systematically examine the historical evolution trajectory of the value orientation of school wushu education. The research believes that,(1) Habermas' theory aligns well with the historical trajectory of China's school wushu reform, which has sequentially developed skill-based rationality(emphasizing skill, culture, and physique orientations), practical rationality(prioritizing intersubjectivity, experientiality, and consensus), and a holistic competency-based educational value orientation. This theoretical framework provides a foundation for analyzing the historical evolution of value orientations in school wushu education.(2) In this evolutionary process, technical interest orientations became trapped in stereotyped routines of skill, culture, and physique priorities, while practical interest orientations were constrained by limitations in learning motivation or communicative contexts within teaching environments.(3) The historical shifts among the four value orientations “skill-based, culture-based, physique-based, and practice-based” demonstrate inherent rationality and necessity. However, excessive singular orientations and instrumental rationality have eroded the intrinsic value of wushu education.(4) Based on the theoretical framework of “libating interest”, this paper proposes a composite value orientation model of “quality-based” contemporary wushu education: Taking “core combat technology” as the technical, liberating the bondage of procedural routine technology;taking the cultivation of students' wushu combat ability as the practical orientation, liberating the restrictions of performance methods;taking “cultivating spirit” as the moral orientation, liberating the pursuit of excessive technical and practical values.

关 键 词：学校武术 解放兴趣 武术教育价值 技术兴趣 实践兴趣 

分 类 号：G80-05[文化科学—运动人体科学]