晚清癸卯学制时期体育教师培养培训机构特征研究
Characteristics of Physical Education Teachers’ Training Institutions in the Period of Guimao Schooling System in Late Qing Dynasty

摘要：癸卯学制的颁布揭开了体育教师教育专业化的序幕，清政府相关政策的出台，加速了体育教师培养培训机构建设的进程。采用文献资料和逻辑分析等研究方法，对癸卯学制期间体育教师培养培训机构的创设时间、办学性质、命名方式、地域分布、学制及招生规模、课程设置等方面的特征进行了分析。研究认为：当时的机构主要创设于1905-1908年之间；各机构的办学性质主要有官办、会办和民办三种形式，不同性质其办学目的存在较大差异；各机构的命名门类繁多，以体操专修科、体育学堂、体操传习所三类为主，不同命名方式隐含着不同特点；机构的地域分布不平衡，主要集中在浙江、四川、上海、江苏；各机构的学制主要有半年以下、半年、一年、一年半、两年五种形式；其招生规模多在100人以下；当时的毕业生数量远远不能满足各级各类学堂所需；各机构已经有了相对完整的课程体系，该课程体系以“仿日”为主，且渗透着由“体操”到“体育”转变的体育教师教育课程改革理念。
Abstract: The enactment of Guimao Schooling System marked?the?beginning?of the professionalization of physical education PE teachers’ training. Relevant policies issued by the Late Qing Dynasty government accelerated the development of training institutions for PE teachers. By using the methods of literature review and logical analysis, this study analyzed the characteristics of PE teacher training institutions from aspects of establishing time, nature of school-running, naming method, regional distribution, length of schooling, enrollment scale and the course setting in the period of Guimao Schooling System in Late Qing Dynasty. It is found that the training institutions were established from 1905 to 1908. There were three main types of running schools: government-run, association-run and private-run. There were great differences in the aims of running schools among different types of institutions. There were various naming categories of these institutions, mainly gymnastics specialty, physical education school and gymnastics training center. Different naming methods imply different characteristics. The regional distribution of these institutions was unbalanced, mainly concentrating on Zhejiang province, Sichuan province, Jiangsu province and Shanghai. The schooling length of institutions was mainly less than half a year, six months, one year, one and half year, or two years. The enrollment scale was mostly less than 100 students. The number of graduates was far from enough to meet the needs of various schools at all levels. The institutions have a relatively complete curriculum system; this curriculum system was based on imitation of Japan, and permeated the concept of curriculum reform of PE teachers from “gymnastics” to “physical education”