| （1.长沙理工大学 体育部，湖南 长沙 410076；2.湖南师范大学 体育学院，湖南 长沙 410012） 摘 要：“体”与“教”呈现出交叉、疏离、包含3种逻辑关系，以这3种关系为基础可以演绎出6种“体教结合”模式；影响“体教结合”模式的因素主要有：“体”的内涵与“教”的内涵、“体教结合”所要应对的问题、“体教结合”的目标导向、“体教结合”所依据的教育体育规律等；最后提出“体教结合”的两种现实模式：“基础教育+竞技体育∪体育专业教育+竞技体育”与“基础教育+竞技体育∪非体育专业教育+竞技体育”，前者为“南体模式”，后者为“清华模式”。 |
HUANG Yu-zhen1，HU Ke2
| （1.Department of Physical Education，Changsha University of Science & Technology，Changsha 410076，China；2.School of Physical Education，Hunan Normal University，Changsha 410012，China) Abstract: There are three logical relations between “body” and “education”, namely, crossing, isolating and con-taining. Based on these three relations, we can deduce six modes of the “combination of body and education”. The factors that affect the modes of the “combination of body and education” mainly include the followings: the conno-tation of “body” and the connotation of “education”; issues to be dealt with by the “combination of body and educa-tion”; objective orientation of the “combination of body and education”; physical education patterns to be followed by the “combination of body and education”. Finally, the authors put forward two modes for realizing the “combina-tion of body and education”: “basic education+competitive sports ∪ specialized physical education + com-petitive sports” and “basic education + competitive sports ∪ non specialized physical education + competi-tive sports”, the former is the “Nanti mode”, while the latter is the “Qinghua mode”. |
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