大理大学学报 ›› 2025, Vol. 10 ›› Issue (7): 115-121.DOI: ］10. 3969 / j. issn. 2096-2266. 2025. 07. 017

• 体育 • 上一篇    下一篇

云南高校体育教育专业课程设置现状研究

  

  1. 大理大学体育科学学院
  • 收稿日期:2024-09-24 修回日期:2025-04-27 出版日期:2025-07-15 发布日期:2025-07-21
  • 作者简介:张文星，教授，主要从事田径教学与训练研究。
  • 基金资助:
    大理大学第九期教育教学改革项目（JG09308）

A Study on the Current Status of Curriculum Provision for Physical Education Majors in Universities
in Yunnan Province

  1. College of Sports Science, Dali University
  • Received:2024-09-24 Revised:2025-04-27 Online:2025-07-15 Published:2025-07-21

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摘要：

采用文献资料法、逻辑分析法、数理统计法等方法，对云南省20所本科院校体育教育专业课程设置现状进行研究。结果
表明：①各高校人才培养方案总学分符合体育学领域的教学质量标准（以下简称“质量标准”）要求，但多数院校专业选修课程学
分明显低于“质量标准”规定的学分要求；②多数院校开齐专业类基础课程，学时、学分设置较为合理，部分院校未开齐开足专业
类基础课程，学时、学分设置偏低；③多数院校开齐规定的3门专业核心课程，学时、学分设置较为合理，但部分院校未开设或未开
齐规定的3门专业核心课程，学时、学分设置偏低，各院校对专业核心课程“X”的设置随意性大。建议：①部分院校应适当减少专
业课程门数，压缩专业教育必修课程学分，增加专业教育选修课程学分；②结合学校专业定位开齐开足专业类基础课程；③在
满足“质量标准”对本专业核心课程底线要求的前提下，关注知识与能力、理论与实践的统一，更加科学、合理地设置开课内容。

关键词:

Abstract:

Using methods such as literature review, logical analysis, and quantitative statistics, this study investigates the current
status of curriculum design for physical education majors in 20 undergraduate colleges in Yunnan. The results show that: ① The total
credits of talent training programs in various universities meet the requirements of the Quality Standards, but the credits of professional
elective courses in most universities are significantly lower than the credit requirements stipulated in the Quality Standards; ② Most
universities have fully offered professional basic courses, with reasonable credit and hour arrangements. Some universities have not
fully offered professional basic courses, with inadequately low credit and hour settings; ③ Most universities offer the required three
core courses for the major, with reasonable credit and hour arrangements. However, some universities do not offer or have not fully
offered the required three core courses, resulting in inadequately low credit and hour settings. Additionally, universities exhibit
significant arbitrariness in setting the "X" core courses for the major. Suggestions: ① Some universities should appropriately reduce the
number of professional courses, reduce the credits of compulsory professional education courses, and increase the credits of elective
professional education courses; ② Ensure full provision of professional basic courses in line with the school's professional positioning;
③ On the premise of meeting the Quality Standards' bottom-line requirements for core courses in physical education, focus on the
integration of knowledge and ability, theory and practice, and design course content more scientifically and reasonably.

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