武术专项技术课“功套用”一体化教学模式实践
Practice of Skills-Routine-Use with Integrated Teaching Model in Wushu Specific Course

摘要：运用问卷调查、参与观察、专家访谈等研究方法，选取5所体育院校套路专项课作为调查对象，对“功套用”一体化教学模式进行了研究，以期为武术教学提供一种模式与参考。分析认为：套路专项课教学内容拳种化，拳种独特功法缺失；体用脱节，套路动作拆解实用教学不足；以技术传授为主，忽视了武术本质和学生个性品质教育；教学评价单一，主要是套路单练为主的教学模式。出现套路专选人少，学习兴趣低，遗忘率高，难以传承拳种精华等问题。为此，依据武术本质特点和教育原理，经过经验总结，提出“功套用”一体化教学模式，并回归实践应用效果突出。主要结论：1. “功套用”一体化教学模式是以“知行合一”思想为教学指导；由武术功能决定教学内容结构，以全面教学目标引导教学方法，形成的一个教学体系。2. 该教学模式以拳种主要技术为主体，以套路学习为主线，形成功法、套路、用法三位一体教学结构。3. 纵向掌握拳种核心技术和技能,了解拳种完整技术和知识结构;横向拓宽学生的知识面、提升学生自信心、自主学习能力以及创新意识和群体凝聚力为教学目标。4.教学方法强调学生的主动参与性与主观能动性，运用“三体”法感知“内外合一、体用兼备”的魅力。5.模式操作程序，由功法入门，由套路求法，由实用求真。
Abstract: This paper selected routine specific course of five sports colleges as the research object and analyzed skills-routine-use with integrated teaching model by the methods of questionnaire survey, participant observation, and expert interviews. We hope this research can provide a model and reference for Wushu teaching. The results showed that teaching content of routine specific course becomes Chinese boxing and missing unique method; fundamental structure and practical use are out of joint, practice teaching of routine action disassembly is insufficient; the teaching goal gives the first priority to master the skills and neglects Wushu essence and student personality education; the teaching evaluation is simple and focuses on routine practice. These resulted in that less students select this course and students who select this course are characterized by low learning interest, high forgetting rate, and difficult to inherit the essence of Wushu essence. Therefore, this study put forward a skills-routine-use with integrated teaching model that gives top priority of practical effective, based on Wushu essential traits and education principle. Main conclusions: 1) This model is directed by “the unity of theory and practice”; teaching content structure is determined by Wushu function and teaching method is guided by overall teaching target to form a teaching system. 2) Keeping main skills of boxing, this teaching model uses routine learning as main line and forms a trinity teaching structure in skill exercise, routine, and usage. 3) This model required students longitudinally master the core technology of boxing and understand its complete skill and knowledge structure, it horizontally expands student’s knowledge, self-confidence, autonomous learning ability, innovation consciousness, and group cohesion as teaching target. 4) The teaching method emphasizes the students’ active participation and subjective activity by way of using “three logos method” to perceive the charm of “unification between inside and outside, with both