改革开放40年我国学校体育改革与发展的政策审思
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摘要
学校体育政策是国家管理学校体育事业的基本工具和基本手段,审视学校体育的改革与发展,政策是一个不可缺席的考察维度。运用文献资料研究、历史回溯和逻辑分析等方法,对40年来我国学校体育政策的发展历程进行回顾检视,进而分析政策发展的特征、取得的成效、存在的问题,并提出政策建议。在政策发展特征方面:1)党和政府高度重视青少年健康成长和学校体育政策的制定,充分彰显了学校体育政策的权威性;2)遵循渐进式的政策演进之路,较好地保持了学校体育政策的继承性、稳定性;3)精英决策与民众参与相结合,学校体育政策过程的科学化、民主化水平得到显著提高。一系列政策的出台和实施,有效地引领、推进了各个阶段我国学校体育工作的重建、改进、完善和深化,促进了学校体育的改革与发展,彰显了政策的积极功能与成效。但"要素驱动式"的政策生成逻辑,一定程度上制约了改革的整体性推进;"政策执行难"的问题长期存在,导致改革进展和实效难如预期;自上而下的"外推型"政策推进模式权威高效,但基层实践者参与改革的内生动力不足;政策运行的社会性品质阙如,改革缺乏充分的社会性支撑与协同;政策监测与评估机制不够完善,一定程度上削弱了改革的科学性与实效性。建议继续加强学校体育政策研究,通过强化政策统筹治理,进一步提升政策实施的民主化水平,逐步完善社会支持系统,加快推进新型智库建设以及进一步完善"知策-治策-行策"三位一体的政策主体间共生互动机制等系列措施,更加科学地制定学校体育政策,更为扎实地推进政策落实,为新时代学校体育事业的新发展提供更为有力的政策保障。
During the past 40 years of reform and opening up, we have piled up abundant practical experiences in the reform of physical education. At the age of "no perplexities", the reform process must be summed up fully and seriously so that we might get beneficial enlightenment for the future development. Policies are basic tools and important vehicles for government to develop and regulate the cause of physical education. Therefore, policy is an essential perspective in reexamining the reform and development of physical education. By using literature review method, historical method and logic analysis method, this paper untangles and surveys the development of school physical education policies in the past 40 years, tries to summarize characteristics of the evolution and change of policies, progress achieved, standing problems, and then puts forward some policy suggestions. The fundamental characteristics of the evolution and change of policies can be concluded as follows: Chinese government has attached great importance to teenagers' healthy growth and the development of adolescent physical health policies, which thoroughly demonstrates policies' authority; the policies' continuity and stability have been ensured in the process of gradual reform; with the interaction of the elite decision-making and citizen participation, the scientization and democratization of physical education policy processes have risen notably. The achievements are as follows: the promulgation and implementation of a series of policies effectively led and promoted the reconstruction, improvement and perfection of school physical education in all stages of China, promoted the reform and development of school physical education, and highlighted the positive functions and effects of the policy. The standing problems include: factor-driven evolution logic of policies has constrained reform's integrated promotion; enforcement difficulties have long existed, which has made it difficult to achieve the reform progress and the actual effect as scheduled. The "top-down" policy running approach, in other words, the power-oriented operation mode dominates policy implementation, and leads to lack of impetus for reform in grass-roots practitioners to some extent; social quality of policy process is faint, and the reform lacks sufficient social support; the mechanism of policy monitoring and evaluation is not perfect, which weakens the scientificalization, rationalization and performance of the reform to a certain extent. In regard to these problems, this paper suggests that we must strengthen policy research, initiate policies more scientificly, execute policies more forcefully, so as to provide more robust policy barricades for the new developments of China's physical education. The specific policy strategies and suggestions are as follows: strengthening policies' overall planning; carrying out policies with more democratic pattern; perfecting social support system for the reform and development; strengthening new physical educatiuonal tank construction; constructing three-in-one interactive mechanism among researchers, policy-makers and practitioners, etc.
During the past 40 years of reform and opening up, we have piled up abundant practical experiences in the reform of physical education. At the age of "no perplexities", the reform process must be summed up fully and seriously so that we might get beneficial enlightenment for the future development. Policies are basic tools and important vehicles for government to develop and regulate the cause of physical education. Therefore, policy is an essential perspective in reexamining the reform and development of physical education. By using literature review method, historical method and logic analysis method, this paper untangles and surveys the development of school physical education policies in the past 40 years, tries to summarize characteristics of the evolution and change of policies, progress achieved, standing problems, and then puts forward some policy suggestions. The fundamental characteristics of the evolution and change of policies can be concluded as follows: Chinese government has attached great importance to teenagers' healthy growth and the development of adolescent physical health policies, which thoroughly demonstrates policies' authority; the policies' continuity and stability have been ensured in the process of gradual reform; with the interaction of the elite decision-making and citizen participation, the scientization and democratization of physical education policy processes have risen notably. The achievements are as follows: the promulgation and implementation of a series of policies effectively led and promoted the reconstruction, improvement and perfection of school physical education in all stages of China, promoted the reform and development of school physical education, and highlighted the positive functions and effects of the policy. The standing problems include: factor-driven evolution logic of policies has constrained reform's integrated promotion; enforcement difficulties have long existed, which has made it difficult to achieve the reform progress and the actual effect as scheduled. The "top-down" policy running approach, in other words, the power-oriented operation mode dominates policy implementation, and leads to lack of impetus for reform in grass-roots practitioners to some extent; social quality of policy process is faint, and the reform lacks sufficient social support; the mechanism of policy monitoring and evaluation is not perfect, which weakens the scientificalization, rationalization and performance of the reform to a certain extent. In regard to these problems, this paper suggests that we must strengthen policy research, initiate policies more scientificly, execute policies more forcefully, so as to provide more robust policy barricades for the new developments of China's physical education. The specific policy strategies and suggestions are as follows: strengthening policies' overall planning; carrying out policies with more democratic pattern; perfecting social support system for the reform and development; strengthening new physical educatiuonal tank construction; constructing three-in-one interactive mechanism among researchers, policy-makers and practitioners, etc.
引文
慈鑫,2010.拯救政策为何止不住青少年体质的下滑[N].中国青年报,2010-03-21(4).
何劲鹏,杨伟群,2018.我国学校体育政策执行“不良心态”本质透析与制度性化解[J].北京体育大学学报,42(2):88-93,114.
何劲鹏,杨伟群,韩文娜,2014.顶层设计主导下我国学校体育“微改革”力量的培育[J].北京体育大学学报,37(12):79-84.
黄爱峰,王健,2015.学校体育发展的10大问题省思[J].北京体育大学学报,38(2):95-99,121.
季浏,2013.深化我国基础教育体育与健康课程改革的关键[J].成都体育学院学报,39(10):1-6.
季浏,2018.我国《普通高中体育与健康课程标准(2017年版)》解读[J].体育科学,38(2):3-20.
季浏,马德浩,2019.新时代我国学校体育改革与发展[J].体育科学,39(3):3-12.
赖天德,2008.认真抓好学生每天一小时体育锻炼促进中央7号文件的全面落实[J].中国学校体育,(5):7-9.
李克强,2016.改革要优化政策配方打好组合拳[EB/OL].[2016-09-06].http://www.gov.cn/guowuyuan/2016-09/06/Content_5105821.htm.
李少群,卢其宝,2012.落实“中央7号文件”不妨从“校长重视体育”抓起[J].体育教学,(7):70-71.
刘利民,2013.走内涵式综合改革之路:关于进一步推进基础教育改革的若干思考[J].人民教育,(10):10-15.
迈克尔·富兰,2005.教育变革的新意义[M].北京:教育科学出版社.
毛振明,刘天彪,李海燕,2016.校园足球实施一年来的成绩、经验与问题:论“新校园足球”的顶层设计之四[J].武汉体育学院学报,50(3):5-10.
潘凌云,王健,樊莲香,2015.我国学校体育政策执行的制约因素与路径选择:基于史密斯政策执行过程模型的分析[J].体育科学,35(7):27-34,73.
《体育教学》编辑部,2012.中央7号文件实施5周年回顾与展望:访教育部副总督学、原教育部体卫艺司司长杨贵仁[J].体育教学,(6):8-9.
王登峰,2013.学习十八大精神推进学校体育改革[J].体育学刊,20(1):1-5.
吴康宁,2012.教育改革成功的基础[J].教育研究,(1):24-31.
吴康宁,2013.理解“深化教育领域综合改革”[J].清华大学教育研究,34(1):6-9.
谢维和,陈超,2006.中国教育改革发展的政策走向分析:20世纪80年代中期以来中国教育政策数量变化研究[J].清华大学教育研究,(3):1-8.
新华网,2018.习近平在2018全国教育大会上发表重要讲话[EB/OL].[2018-09-10].http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201809/t20180910_348145.html.
许弘,仇军,2014.我国基础教育阶段学校体育工作开展情况与趋势分析[J].成都体育学院学报,40(2):80-83.
雅斯贝尔斯,1991.什么是教育[M].邹进译.北京:三联书店.
杨成伟,唐炎,张赫,等,2014.青少年体质健康政策的有效执行路径研究:基于米特-霍恩政策执行系统模型的视角[J].体育科学,34(8):56-63.
杨国庆,2017.体育治理视野下我国高端体育智库的建设研究[J].体育科学,37(12):38-45.
杨文轩,2011.关于“体育与健康课程标准”修订的思考[J].体育学刊,18(5):1-3.
杨韵,2014.被“应试”捆绑的体育:对学校体育发展困境的反思与批判[J].教育研究与试验,(5):62-66.
翟芳,2018.深化体育与健康课程改革之我见:季浏教授学术对话录[J].体育与科学,39(2):27-32,40.
张加林,唐炎,陈佩杰,等,2017a.全球视域下我国城市儿童青少年身体活动研究:以上海市为例[J].体育科学,37(1):14-27.
张加林,唐炎,胡月英,2017b.我国儿童青少年体育环境特征与存在问题研究[J].体育科学,37(3):21-34.
张金桥,王健,王涛,2015.部分发达国家学校体育发展方式及启示[J].武汉体育学院学报,49(10):5-20.
中华人民共和国教育部,2018.普通高中体育与健康课程标准(2017年版)[M].北京:人民教育出版社.
DAVIES P T,1999.What is evidence-based education?[J].Brit J Educ Stud,(3):108-121.
ISRAEL S,1984.On the education of policymakers[J].Harvard Educ Rev,54(1):152-165.
MICHAEL K,2003.Randomized evaluations of educational programs in developing countries:Some lessons[J].Am Econ Rev,93(2):102-106.
ROSENBLOOM D H,1995.The context of management reforms[J].Public Manager,24(1):1-6.
TAYLOR S,FAZAL R,LINGARD B,et al.,1997.Education Policy and the Politics of Change[M].London and New York:Routledge.
UNDP,2009.Handbook and Book of Planning,Monitoring and Evaluation for Development Results[M].New York:A.K.Office.
何劲鹏,杨伟群,2018.我国学校体育政策执行“不良心态”本质透析与制度性化解[J].北京体育大学学报,42(2):88-93,114.
何劲鹏,杨伟群,韩文娜,2014.顶层设计主导下我国学校体育“微改革”力量的培育[J].北京体育大学学报,37(12):79-84.
黄爱峰,王健,2015.学校体育发展的10大问题省思[J].北京体育大学学报,38(2):95-99,121.
季浏,2013.深化我国基础教育体育与健康课程改革的关键[J].成都体育学院学报,39(10):1-6.
季浏,2018.我国《普通高中体育与健康课程标准(2017年版)》解读[J].体育科学,38(2):3-20.
季浏,马德浩,2019.新时代我国学校体育改革与发展[J].体育科学,39(3):3-12.
赖天德,2008.认真抓好学生每天一小时体育锻炼促进中央7号文件的全面落实[J].中国学校体育,(5):7-9.
李克强,2016.改革要优化政策配方打好组合拳[EB/OL].[2016-09-06].http://www.gov.cn/guowuyuan/2016-09/06/Content_5105821.htm.
李少群,卢其宝,2012.落实“中央7号文件”不妨从“校长重视体育”抓起[J].体育教学,(7):70-71.
刘利民,2013.走内涵式综合改革之路:关于进一步推进基础教育改革的若干思考[J].人民教育,(10):10-15.
迈克尔·富兰,2005.教育变革的新意义[M].北京:教育科学出版社.
毛振明,刘天彪,李海燕,2016.校园足球实施一年来的成绩、经验与问题:论“新校园足球”的顶层设计之四[J].武汉体育学院学报,50(3):5-10.
潘凌云,王健,樊莲香,2015.我国学校体育政策执行的制约因素与路径选择:基于史密斯政策执行过程模型的分析[J].体育科学,35(7):27-34,73.
《体育教学》编辑部,2012.中央7号文件实施5周年回顾与展望:访教育部副总督学、原教育部体卫艺司司长杨贵仁[J].体育教学,(6):8-9.
王登峰,2013.学习十八大精神推进学校体育改革[J].体育学刊,20(1):1-5.
吴康宁,2012.教育改革成功的基础[J].教育研究,(1):24-31.
吴康宁,2013.理解“深化教育领域综合改革”[J].清华大学教育研究,34(1):6-9.
谢维和,陈超,2006.中国教育改革发展的政策走向分析:20世纪80年代中期以来中国教育政策数量变化研究[J].清华大学教育研究,(3):1-8.
新华网,2018.习近平在2018全国教育大会上发表重要讲话[EB/OL].[2018-09-10].http://www.moe.gov.cn/jyb_xwfb/s6052/moe_838/201809/t20180910_348145.html.
许弘,仇军,2014.我国基础教育阶段学校体育工作开展情况与趋势分析[J].成都体育学院学报,40(2):80-83.
雅斯贝尔斯,1991.什么是教育[M].邹进译.北京:三联书店.
杨成伟,唐炎,张赫,等,2014.青少年体质健康政策的有效执行路径研究:基于米特-霍恩政策执行系统模型的视角[J].体育科学,34(8):56-63.
杨国庆,2017.体育治理视野下我国高端体育智库的建设研究[J].体育科学,37(12):38-45.
杨文轩,2011.关于“体育与健康课程标准”修订的思考[J].体育学刊,18(5):1-3.
杨韵,2014.被“应试”捆绑的体育:对学校体育发展困境的反思与批判[J].教育研究与试验,(5):62-66.
翟芳,2018.深化体育与健康课程改革之我见:季浏教授学术对话录[J].体育与科学,39(2):27-32,40.
张加林,唐炎,陈佩杰,等,2017a.全球视域下我国城市儿童青少年身体活动研究:以上海市为例[J].体育科学,37(1):14-27.
张加林,唐炎,胡月英,2017b.我国儿童青少年体育环境特征与存在问题研究[J].体育科学,37(3):21-34.
张金桥,王健,王涛,2015.部分发达国家学校体育发展方式及启示[J].武汉体育学院学报,49(10):5-20.
中华人民共和国教育部,2018.普通高中体育与健康课程标准(2017年版)[M].北京:人民教育出版社.
DAVIES P T,1999.What is evidence-based education?[J].Brit J Educ Stud,(3):108-121.
ISRAEL S,1984.On the education of policymakers[J].Harvard Educ Rev,54(1):152-165.
MICHAEL K,2003.Randomized evaluations of educational programs in developing countries:Some lessons[J].Am Econ Rev,93(2):102-106.
ROSENBLOOM D H,1995.The context of management reforms[J].Public Manager,24(1):1-6.
TAYLOR S,FAZAL R,LINGARD B,et al.,1997.Education Policy and the Politics of Change[M].London and New York:Routledge.
UNDP,2009.Handbook and Book of Planning,Monitoring and Evaluation for Development Results[M].New York:A.K.Office.
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