CAJ | 학술논문

分别从体育课程本质、体育课程目标、体育课程内容、体育课程实施和体育课程评价等5个方面对近10年我国体育课程研究进行了梳理。研究表明，体育课程研究的进步体现在：研究选题和视角广泛多元；研究对象和内容新颖深刻；研究方式和方法多样创新。不足体现在：实证研究不足，缺乏对典型个案的深入研究；相关理论借鉴过滥，呈现出盲目引用国外理论的倾向；研究成果重复性强，缺少体育课程与体育教学的整合研究；研究成果应用性较差，在改善“青少年体质下降”上作用力不足。并对研究趋势进行了预测：体育课程本质从“概念界定”向“理性审视”转变；体育课程目标由“目标划分”向“整体优化”转变；体育课程内容和实施从“被动接受”向“自主开发”转变；体育课程评价从“理想化设计”向“可操作性”转变。
분별종체육과정본질、체육과정목표、체육과정내용、체육과정실시화체육과정평개등5개방면대근10년아국체육과정연구진행료소리。연구표명，체육과정연구적진보체현재：연구선제화시각엄범다원；연구대상화내용신영심각；연구방식화방법다양창신。불족체현재：실증연구불족，결핍대전형개안적심입연구；상관이론차감과람，정현출맹목인용국외이론적경향；연구성과중복성강，결소체육과정여체육교학적정합연구；연구성과응용성교차，재개선“청소년체질하강”상작용력불족。병대연구추세진행료예측：체육과정본질종“개념계정”향“이성심시”전변；체육과정목표유“목표화분”향“정체우화”전변；체육과정내용화실시종“피동접수”향“자주개발”전변；체육과정평개종“이상화설계”향“가조작성”전변。
The authors sorted out physical education curriculum researches done in China in recent 10 years in terms of physical education curriculum essence, physical education curriculum objectives, physical education curriculum contents, physical education curriculum implementation and physical education curriculum evaluation, and revealed the following findings： the advancement of physical education curriculum researches was embodied in extensive and diversified research topics and perspectives, novel and profound research objects and contents, various and innovative research ways and methods; the insufficiency of physical education curriculum researches was embodied in insufficient empirical researches, the lack of in-depth researches on typical cases, excessive reference of related theories, a shown trend of referring to for-eign theories blindly, highly repeated research achievements, the lack of researches on the integration of physical education curriculum and physical education teaching, poor applicability of research achievements, insufficient efforts made in im-proving “teenager fitness deterioration”. The author also predicted the following research trends： the changing of physical education curriculum essence from “concept definition” into “rational examination”; the changing of physical education curriculum objectives from “objective division” into “overall optimization”; the changing of physical education curriculum contents and implementation from “passive acceptance” into “initiative development”; the changing of physical education curriculum evaluation from “idealized design” into “operability”.