【作者】 李龙；

【导师】 虞定海；

【作者基本信息】 上海体育学院 ， 民族传统体育学， 2008， 博士

【摘要】 “历史是现在与过去之间永无止境的问答交谈。”只有深刻地认识武术教育过去,才能充分地理解武术教育现在,才有助于做出正确的抉择,展望武术教育未来。教育是武术发展的最大推动力,是教育使武术能够成为今天这样丰满而曼妙的身躯。因此,本文运用历史学方法、社会调查法等方法,对武术教育进行历史学审视,旨在充实武术基本理论,推动现代武术发展和弘扬民族文化。本文主要分为七个部分:一、导论。主要论述选题依据、研究目的、意义以及创新点、相关研究文献综述、研究方法、以及武术教育相关概念。二、中国武术教育的历史嬗变。先秦至汉唐时代,中华民族的性格表现出了张扬的、外向的一面;宋以降,中华民族的性格由张扬转入内敛。近代中国社会给传统文化带来了难以估量的冲击,直至今天,这种文化冲击的余绪还在影响着我们。1949年,中国共产党领导全国人民建立新中国,开始了中国发展的新纪元。作为文化存在的武术及武术教育也由此走上了一条全新的道路。基于以上的历史轮廓,本研究以时间为轴线,将武术教育大致分为五个时期,它们分别为源起期武术教育、夏朝至唐朝尚武背景下武术教育、宋朝至清朝质文背景下武术教育、近代中西体育文化冲突与交融背景下武术教育、现代武术教育。三、中国武术教育思想。武术教育思想是指人们在一定的社会历史条件下,在武术教育实践基础上形成的对武术教育现象和问题的认识、看法。不同时代,不同社会有不同的武术教育思想。葛兆光先生认为,思想史存在一种连续性思路,“真正绵延至今而且影响今天生活的是不断增长的知识和技术,以及反复思索的问题及由此形成的观念。”基于这个学术观点和武术古今教育实践,本研究将武术教育思想总结为五部分,技击:亘古不变的武术教育主导思想;武德:矢志不渝的武术教育思想;教育媒介:中国武术教育方法论;学生与老师:中国武术教育主体论;武术“强种救国”和“健身强体”教育思想。四、中国武术教育制度。在教育学原理中,教育制度通常是只研究教育的各种施教结构系统,其中最主要是学校教育。本章研究认为,中国最早学校武术教育可以推到夏、商朝。西周形成了以“六艺”为内容的文武兼备教育。整个封建社会官学中,几乎没有武术教育。私学对武术教育中师徒传承方式和教法方面影响较大。书院对武术教育开展很少,但也有个别学者在书院传播武术教育,如清初教育家颜元。在冷兵器时代,军队是武术教育重要“阵地”。武举制破天荒第一次给广大习武者有了奋斗的目标,给古代习武之人一个进仕之阶,吸引广大民众习武。民间结社推动了武术教育的民间传播。近代中国武术开始迈入学校,1915年教育部指示“各学校应添中国旧有武技”。同时出现精武体育会和中央国术馆这两大民间和官方专门武术教育机构。现代武术教育制度以存在形式而言,大致有以竞技武术职能为主的武术教育系统、学校武术教育系统和社会武术教育系统。五、中国武术教育区域性。中国复杂的地理环境造就了武术文化区域多样性。本文以不同物质生产方式区域为基点,将武术教育区域分为以农耕经济文化背景为主的武术教育区、以游牧经济文化背景为主的武术教育区。中国武术教育区际共享是指两个或者多个武术文化区域在教育上共同拥有一种武术文化现象。以传统武术教育和现代武术教育为视角,本研究将武术教育的区际共享分为传统和现代两种类型。六、中国武术教育与中华民族凝聚力。本文从“教育→民族文化→民族认同→民族凝聚力”这一逻辑思维出发,研究认为,武术中蕴涵着丰富的以爱国主义为核心的民族精神;爱国主义是武术教育的核心;武术教育是增强中华民族凝聚力的有效手段。七、21世纪的中国武术教育。在全球化背景下,剖析武术功能、教育媒介以及武术教育者面临的挑战。汤一介先生认为,“一种有生命力的文化在受到外来文化的挑战时,不仅不会拒绝外来文化,而是欢迎它,以便使自身文化更快更健康地发展。”21世纪中国武术教育应该坚持国际化和民族化“两条腿”走路,站在武术教育民族化的基础上,传承民族优秀武术文化,同时迈出国际化步伐,使武术文化借助全球化的“东风”,在全球得到弘扬。更多还原

【Abstract】 “History is the endless conversion between the modern times and the old times .”We can understand the current situation of the Chinese Martial Arts education , on the base of knowing the history of the old Chinese Martial Arts education , which help us make the right choice and predict the future of the Chinese Martial Arts education . It is the education, which is the most powerful motivation , that make the Chinese Martial Arts become more and more advanced . Therefore , the aim of this article is to enrich the basic theory of Chinese Martial Arts , promote the growth of it and convey our national culture through the view of history by historical methods social investing methods and so on .There are seven parts in this article .The First Chapter . The introduction , which introduces the foundation of choosing the title , the aim of the study , the meaning and the special parts , the relevant study summarize , the study method , and some relevant concepts of the Chinese Martial Arts education .The Second Chapter . The historical changes of the Chinese Martial Arts education . From Qing Dynasty to Han Tang Dynasty , one part of the Chinese character is exaggerated and extroverted . In Song Dynasty , Chinese character was changed from exaggeration to moderation . In modern times , Chinese culture brought the countless influence to the traditional culture , even now , it still affects us . In 1949 , the Communist Party of China lead Chinese people creating a new country which stands for a new beginning of Chinese development . As a kind of culture , the Chinese Martial Arts and the Chinese Martial Arts education started a wholly new way . In this article , the history of the Chinese Martial Arts education is divided into five periods , which are the period of the original Chinese Martial Arts education , the Chinese Martial Arts education in the exaggerate period from Xia Dynasty to Tang Dynasty , the Chinese Martial Arts education in the moderate character period from Song Dynasty to Qing Dynasty , the modern Chinese Martial Arts education at the background of advocating Martial Arts and the contemporary Chinese Martial Arts education .The Third Chapter . The idea of the Chinese Martial Arts education . Such idea is a kind of viewpoint about the phenomenon and question of the Chinese Martial Arts education on the base of the Chinese Martial Arts educational practice . There are difference Chinese Martial Arts educational ideas in different times . Mr. Ge Zhaoguang believed that there was a kind of continual thinking ways in the history of thinking . He said :“The real factors which survive till now and affect nowadays life are the increasing knowledge and technology , the questions pondered again and again , as well as the forming concepts .”According to such an academic viewpoint and the Chinese Martial Arts educational practices in the old times and current times , the idea of Chinese Martial Arts educational can be divided into five parts : Firstly , the attacking idea , which is always the primary leading idea from the old times ; Secondly , the morale of Chinese Martial Arts , whose position in the Chinese Martial Arts education has never been changed ; Thirdly , the educational medias , which is the methodology of Chinese Martial Arts education ; Fourthly , the students and teachers , which are the main body of Chinese Martial Arts education ; Fifthly , the educational idea about“rescuing the nation”and“having a healthy and strong body”.The Fourth Chapter . The Chinese Martial Arts education system . Among the educational principles , the educational system is always the teaching systems of research education , among the most importance part is the school education . The article considers that the earliest school education about Chinese Martial Arts is dating back to Xia Dynasty and Shang Dynasty . In Xi Zhou , it formed a kind of education including literary and Martial Arts , with the content of“L iu Yi”.There was even no Chinese Martial Arts education during the whole feudal government education . The private school played an important role in the teaching-learning pattern in Chinese Martial Arts education . Although the Chinese Martial Arts education was held less in the academy of classical learing , very few scholars spreaded it ,such as Yan Yuan educator in the early Qing Dynasty .During the cold weapons times , the army was an important battlefield of the Chinese Martial Arts education .The system of“Wu J u”, which attracted people to learn the Chinese Martial Arts , firstly gave the struggling goal and a way of promoting to the people who play the Chinese Martial Arts . The folk organizations help to spread the Chinese Martial Arts education . In modern times , the Chinese Martial Arts began to step into school . In 1915, the educational department pointed out that“the Chinese Martial should be added into the school curriculums”. At the same time , two folk and governmental organizations about the Chinese Martial Arts education appeared , which are“Jing Wu physical education committee”and“governmental Chinese Martial Arts center”. The contemporary Chinese Martial Arts educational system has three existing forms , the first one is the Chinese Martial Arts educational system which gives priority to sports Wushu ; the second one is schooling Chinese Martial Arts educational system ; the third one is the community Martial Arts educational system .The Fifth Chapter . The region of Chinese Martial Arts education . According to the complex geography environment of China , different region has different Chinese Martial Arts culture . There are two kinds of Chinese Martial Arts educational regions , one is mainly supported by the economic cultural background of cultivate , the other is supported by the economic cultural background of nomadism . The share between the region of the Chinese Martial Arts education points out that more than two regions own a same kind of the Chinese Martial Arts cultural phenomenon . There are two types about the regional share of the Chinese Martial Arts education , in accordance to the base of traditional and modern Chinese Martial Arts education , which have traditional type and modern type .The Sixth Chapter . The Chinese Martial Arts education and the cohesive force of Chinese people . The researchers consider that there is the national spirit on the base of the patriotism among the Chinese Martial Arts , by the logic thinking of education→national culture→national agreement→national cohesive force .The patriotism is the core of the Chinese Martial Arts education , and the Chinese Martial Arts education is the effective means to enhance the cohesive force of Chinese people .The Seventh Chapter. The Chinese Martial Arts education in the 21st century . At the background of globalization , there are challenges in the front of the function of the Chinese Martial Arts , the educational medium and the Chinese Martial Arts educator . Mr. Tang Yijie thinks that if a kind of culture is alive , such culture will not refuse the foreign cultures , but welcome them ,in order to make itself more healthy and advanced . The Chinese Martial Arts education in the 21st century should be both internationally and nationally and should inherit the excellent national Martial Arts culture, for the sake of spreading our Chinese Martial Arts education all around the world .更多还原