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中國(guó)體育與健康課程改革近年來(lái)明確將健康教育列為核心學(xué)習(xí)領(lǐng)域，其旨在響應(yīng)《“健康中國(guó)2030”規(guī)劃綱要》所倡導(dǎo)的全面健康觀與預(yù)防優(yōu)先理念。然而，盡管政策層面強(qiáng)調(diào)健康是社會(huì)共同責(zé)任，長(zhǎng)期以來(lái)體育與健康教育領(lǐng)域仍深受“健康主義”影響，將健康主要視為個(gè)人責(zé)任。在此背景下，政策所倡導(dǎo)的整體健康愿景如何在日常教學(xué)實(shí)踐中被理解、轉(zhuǎn)化與落實(shí)，仍有待深入探究。

本文針對(duì)這一問(wèn)題，采用對(duì)話式探究方法，通過(guò)對(duì)上海地區(qū)的體育與健康教師教育者及中學(xué)教師進(jìn)行半結(jié)構(gòu)化訪談，考察其如何理解與實(shí)施新課標(biāo)中的健康教育內(nèi)容。研究發(fā)現(xiàn)，盡管教師教育者充分肯定課程與“健康中國(guó)2030”的對(duì)接，將體育與健康視為早期健康干預(yù)的重要途徑，但在實(shí)際教學(xué)中，健康教育仍因師資準(zhǔn)備不足、專業(yè)身份固化、教學(xué)時(shí)間有限和資源匱乏而被邊緣化。教師在實(shí)施過(guò)程中往往采取實(shí)用主義策略，將健康教育簡(jiǎn)化為可管理的日常提醒與風(fēng)險(xiǎn)規(guī)避行為，從而使健康逐漸被重構(gòu)為個(gè)人責(zé)任、動(dòng)機(jī)與自我管理的問(wèn)題，偏離了政策中整體健康的初衷。

相關(guān)研究成果《從政策愿景到課堂實(shí)踐：中國(guó)體育與健康課程改革背景下的健康教育研究》（From policy ambition toroom practice: health education in China’s physical education and health curriculum reform）已在線發(fā)表于SSCI一區(qū)期刊《體育教育與運(yùn)動(dòng)教學(xué)》（Physical Education and Sport Pedagogy）。

作者/Authors

楊靜  思克萊德大學(xué)教育學(xué)院

Jing Yang  Strathclyde Institute of Education, The University of Strathclyde, Glasgow, UK;

邱超  華東師范大學(xué)基礎(chǔ)教育研究所；華東師范大學(xué)第五附屬中學(xué)

Chao Qiu  Department of Basic  Education, East China Normal University, Shanghai, People’s Republic of China;

The Fifth School Affiliated to East China Normal University, Shanghai, People’s Republic of China;

杜曉馨  復(fù)旦大學(xué)發(fā)展研究院

Xiaoxin Du  Fudan Development Institute, Fudan University, Shanghai, People’s Republic of China;

Dillon Landi（通訊作者）  昆士蘭大學(xué)人體運(yùn)動(dòng)與營(yíng)養(yǎng)科學(xué)學(xué)院

School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia;

David Kirk  思克萊德大學(xué)教育學(xué)院；昆士蘭大學(xué)人體運(yùn)動(dòng)與營(yíng)養(yǎng)科學(xué)學(xué)院

Strathclyde Institute of Education, The University of Strathclyde, Glasgow, UK;

School of Human Movement and Nutrition Sciences, The University of Queensland, Brisbane, Australia;

摘要/Abstract

研究背景：體育與健康課程改革日益強(qiáng)調(diào)整體健康、疾病預(yù)防與學(xué)生福祉。隨著《“健康中國(guó)2030”規(guī)劃綱要》的深入推進(jìn)，中國(guó)體育教育的宏觀愿景得到進(jìn)一步強(qiáng)化。2022年課程改革順應(yīng)這一政策趨勢(shì)，將“健康教育”確立為核心學(xué)習(xí)領(lǐng)域之一。然而，體育學(xué)科長(zhǎng)期受“健康主義”話語(yǔ)體系影響，傾向于將健康視為個(gè)人的道德責(zé)任。本研究旨在探討這一整體性的政策愿景在實(shí)際教學(xué)中如何被解讀、構(gòu)建與落實(shí)。

研究目的：本研究考察中國(guó)新版體育與健康課程中健康教育的內(nèi)涵理解與實(shí)施狀況，重點(diǎn)關(guān)注教師教育者及在職教師如何理解健康教育學(xué)習(xí)領(lǐng)域，以及這些理解如何影響課堂教學(xué)實(shí)踐。

研究方法：本研究采用對(duì)話式探究法，通過(guò)對(duì)上海地區(qū)的體育與健康教師教育者及中學(xué)教師進(jìn)行半結(jié)構(gòu)化訪談，收集參與者的觀點(diǎn)與經(jīng)驗(yàn)。訪談數(shù)據(jù)采用概念編碼和結(jié)構(gòu)編碼進(jìn)行分析，輔以分析備忘錄的撰寫(xiě)，并基于“健康主義”理論進(jìn)行了演繹分析。

研究結(jié)果：研究得出以下三項(xiàng)相互關(guān)聯(lián)的結(jié)論：

1. 政策認(rèn)同與愿景內(nèi)化：教師教育者高度認(rèn)同課程改革與《健康中國(guó)2030》戰(zhàn)略的一致性，傾向于將體育與健康課程視為實(shí)施健康早期干預(yù)的有效途徑。

2. 實(shí)踐層面的邊緣化困境：盡管政策目標(biāo)宏大，但由于職前培養(yǎng)體系銜接不足、固有的職業(yè)身份認(rèn)同、教學(xué)課時(shí)緊張及教學(xué)資源匱乏，健康教育在實(shí)際教學(xué)中仍處于邊緣地位。

3. 實(shí)用主義調(diào)適與內(nèi)涵偏移：教師傾向于以務(wù)實(shí)的方式調(diào)整課程，將健康教育簡(jiǎn)化為可操作的提醒與風(fēng)險(xiǎn)規(guī)避行為。在此過(guò)程中，健康被重新詮釋為個(gè)人責(zé)任、動(dòng)機(jī)與自我管理，從而偏離了政策所倡導(dǎo)的整體健康理念。

結(jié)論：體育與健康課程在經(jīng)歷解讀、準(zhǔn)備與實(shí)踐的過(guò)程中發(fā)生了形態(tài)變化。整體健康觀未能得到持續(xù)貫徹，取而代之的是“健康主義”的滲透，這限制了健康教育的發(fā)展空間。研究表明，若不對(duì)健康背后的深層觀念進(jìn)行審視，課程改革的成效將十分有限。

影響聲明：本研究揭示了“健康主義”如何演變?yōu)橐环N“教學(xué)常識(shí)”，從而影響政策意圖與課堂實(shí)踐之間的銜接。研究指出，實(shí)現(xiàn)健康教育的實(shí)質(zhì)性變革，不僅需關(guān)注課程內(nèi)容的擴(kuò)充，更需在學(xué)校整體環(huán)境中重新構(gòu)建對(duì)“健康”的理解與實(shí)際體驗(yàn)。

Background: Reforms in physical education and health (PEH) increasingly speak the language of holistic health, prevention,  and wellbeing. In China, these holistic ambitions have been sharpened through Healthy China 2030. The 2022 PEH curriculum reform reflects this policy moment, formally elevating health education as a core learning area. Yet PEH has long been shaped by healthism, where health is understood primarily as an individual responsibility. What remains less clear is how the holistic policy vision is interpreted, produced, and lived out in everyday practice.

Purpose: This study examined how health education is understood and enacted within China’s new PEH curriculum, focusing on how teacher educators and in-service teachers interpret the health education learning area and how these interpretations shaperoom practice.

Methods: This study used conversational inquiry to explore participants’ perspectives and experiences through thirteen semi-structured interviews with PEH teacher educators and secondary school PEH teachers in Shanghai. Interview data were analysed using concept and structural coding, supported by analytic memo writing, and deductive theoretical analysis using healthism.

Findings: Three interrelated findings emerged. First, teacher educators strongly endorsed the curriculum’s alignment with Healthy China 2030, framing PEH as a vehicle for early intervention. Second, despite policy ambition, health education remained marginalised in practice due to gaps in teacher preparation, entrenched professionalentities, limited time, and scarce resources. Third, teachers adapted the curriculum in pragmatic ways, reducing health education to manageable reminders and risk-avoidance practices. Through these stages, health was gradually redefined through individual responsibility, motivation, and self-management – shifting away from the holistic policy intent.

關(guān)鍵詞/Key Words

China; healthism; teacherentity; curriculum enactment; teacher education

全文鏈接/Link

https://doi.org/10.1080/17408989.2026.2615649

來(lái)源｜PHYSICAL EDUCATION AND SPORT PEDAGOGY