武术身体教育之研究

发布时间：2018-09-04 14:11

【摘要】：在现代教育和体育教育“去身”“去人”的现象中,如何认知中国传统武术融“生理、社会、心理”身体于一体的教育经验,具有重要的理论和实践意义。为此,本文采用文献资料法、参与体验法与专家访谈法等方法,以武术教育的历史与现代、文本与体验互证之思路(通过历史上有丰富习拳经历并对传统文化有足够认识之人的文本式体验经验,与访谈当代武术名家与传承人习武的口述体验,实现古今互证、文本与体验互证),挖掘传统武术“生理、社会、心理”身体教育培养全面发展“人”的丰富教育遗产。研究认为,传统武术文化传承,通过“内外、身心、己人”话语,在技术学习的同时,以生理身体姿态化的仪态塑造为基础,经过主体间性的行为修为而契合外在社会价值评价,最终达成心理身体的精神气质重塑。1武术生理身体教育是在“内外”话语下对身体姿态的有序化改造,其本质是对武术动作结构与功能的认知,其路径是以“外形结构”抵达“内劲功能”的内外合一,其目标是动作姿态的仪态塑造。1.1从外形结构与内劲功能的体知学习而言,一方面以“七拳”为结构元素,通过能“规范平衡、变化协调、反应自如”的体知变化而呈“方正有形、圆曲弯柔、整体流线”之外形效果;另一方面以身体整体用力为目标,通过“聚七拳为一、灵活应对变化、形神合一”的教学程序而追求内在劲力“静态一体、动态一体、应激一体”的功能性状态。在外形结构与内劲功能学习中,不同的拳种各有特色。如形意拳外形的“长”杠杆结构与内在功能的刚猛劲力、太极拳外在“折叠”杠杆结构与内在灵敏柔缓劲力功能、八卦掌外形的“弹簧”杠杆结构与内在巧妙通透劲力等动作姿态的独特仪态。1.2从外形结构与内劲功能的教学实践而言,其外形结构认知主要有三类教学方式,即以“六合标准走劲、虚实平衡调适、内视察己地图”之路径,最终达成“三节一体(体现三节“起追随”的有序化用劲)、流体一气(实现三节的应激而动)”等有序性身体结构的认知目标。其内劲功能认知也有三类教学方式,即以“整劲蓄力、活劲试力、精神发力”之路径,最终实现“静态性规范的稳整劲、动态性转换的活整劲、应激性一统的灵整劲”等整体性身体劲力的认知目标。在中国传统文化整体观思维下,以结构与功能为目标的武术教学实践尚姿重势,并突破两腿支撑、感官自主、自我尺度、局部用力等的束缚重塑身体的姿态,以内外合一的“能通”、“能化”彰显与超越身体仪态。1.3借鉴传统武术生理身体传承经验,以具身理论构建出传统武术中内隐的以认识武术动作“结构与功能”为教学目标、以“会-对-巧-妙-绝”为教学程序、以“新旧内容联动交叉学习-借助器械等拓展与深化理解-以生活方式补充促进领会”为教学组织、以“三节-一体-流线一气”的结构评价与“稳劲-活劲-灵劲”的功能评价作为教学考核的武术生理身体“结构-功能”教学模式。2武术社会身体教育是在“己人”话语下对身体主体间性的培育,其本质是对武术攻防动作中同伴与对手关系的认知,其路径是以“制人到制己”抵达“人己合一”,其目标是武术运动人际关系的习得。2.1从“同伴修己与对手制人”的体知学习而言,一方面以支持、帮助习武的“师父、师兄弟”为同伴,通过“内化规则-内省准则”的类型化而修己,另一方面以“竞比胜负之人”为对手,通过“制人-服人”的体知而实现武德化制人。在“修己与制人”的社会身体学习中,不同的拳种各有特色。如形意拳以“实中”形成“进己容人”的人际关系、太极拳以“虚中”表现为“舍己从人”的人际关系、八卦掌以“变中”体现为“游己娱人”的人际关系。2.2从“同伴修己”与“对手制人”的教学实践而言,其同伴关系认知主要有三类教学方式,即以“门户的组织化认知、技击的个性化认知、人物的榜样化认知”之层面,最终达成“同伴修己、互利共情”的主体间性教育目标。其对手关系认知主要也有三类教学方式,即以“他物认知、单练认知、荣誉认知”之路径,达成“制人而自制”的教育目标。在中国传统文化仁义观思维下,以同伴与对手关系为目标的武术教学崇尚“内不自欺,外不欺人”的“直”性,克服功利性互动、只争胜负等习性,并以“内化规则-内省准则-反视自制”之路径,终以己人合一“能推”、“能及”的互感交往而彰显与超越自我。2.3借鉴传统武术社会身体传承经验,以具身理论构建出传统武术中内隐的以认识武术运动人际关系“同伴与对手”为教学目标、以“内化规则-内省准则-自我反视而自制”为教学程序、“制约纪律-陪练互助-对技服人与单练自制”一体化为教学组织、以“同伴修己、竞比服人”为教学评价的武术社会身体“同伴-对手”教学模式。3武术心理身体教育是在“心为主宰”话语下对心态弹性的塑造,本质是对武术动作中和情绪认知,路径是以动作体验“谨慎与勇敢”情绪而能身心合一,其目标是提高动作情绪的修为与调控力,培育武术人的精神气质。3.1从武术动作谨慎与勇敢情绪的体知学习而言,一方面武术将“恐、忧”等情绪加以“谨慎化”改造,并以“轻慢、柔屈、停顿、退防”动作培养战术上重视对手的“守如处子”“如履薄冰”的谨慎心理。另一方面将“怒、惊”等情绪改造成“勇敢”,并以“快重、刚直、连贯、进攻”动作培养战略上藐视对手“动如脱兔”“视如破竹”之勇敢心理。在武术动作谨慎与勇敢情绪学习中,不同的拳种各有特色。如形成形意拳以惊催怒而以强制强、太极拳以恐齐思而以弱胜强、八卦掌以排忧进喜而以巧制强。3.2从武术动作谨慎与勇敢情绪的教学实践而言,其谨慎情绪认知主要有三类教学方式,即从“以情胜情、由敬入静、方向适应”层面,培养以“中”为主导的谨慎情绪。勇敢情绪认知也主要有三类教学方式,即以“培气法、全身齐整类、局部引领与假借”等路径,达成培养以“和”为主导的勇敢心态的教育目标。在中国传统文化“心主宰论”思维下,以谨慎与勇敢情绪为目标的武术教学实践崇尚“意念”想象,借助“遇恐慎重、择机果敢而行、无意自修”提高心态的自控能力,并以心理情绪的“能蕴”、“能发”彰显武术人的精神气质。3.3借鉴传统武术心理身体传承经验,以具身理论构建出传统武术中内隐的以谨慎与勇敢情绪为教学目标、以“遇恐谨慎-果敢而行-意念修养”为教学程序、以“情景化恐惊怒忧意动而平之-实践化对技交手而敢之-生活化自我修练而养之”为教学组织、以中和情绪为评价的武术心理身体“谨慎-勇敢”教学模式。总之,武术身体教育先以生理身体“外形-内劲”的体态认知为先导,中以社会身体“同伴-对手”的人际关系认知为中介,终以心理身体“谨慎-勇敢”的情绪自控认知为目标,不仅可为“去身”“无人”的现代体育教育提供中国教育经验,而且其“生理-社会-心理”身体三维一体的全人教育模式、“己-人-己”的精神培育路径,可为中国武术教育本土话语理论体系的建设有所帮助。
[Abstract]:In modern education and physical education, it is of great theoretical and practical significance to know how Chinese traditional Wushu integrates "physical, social and psychological" experience in education. Therefore, this paper adopts the methods of literature, experience and expert interview to study the history of Wushu education. Contemporary, textual and experiential mutually authenticated ideas (through the textual experience of people who have rich experience in boxing practice and have sufficient knowledge of traditional culture in history, and interviewing the oral experience of contemporary Wushu masters and inheritors to realize the mutual authentications of ancient and modern, texts and experience), excavate the traditional Wushu "physical, social, psychological" Physical Education It is believed that the traditional Wushu culture inheritance, through the words of "inside and outside, body and mind, oneself and others", is based on the posture shaping of physiological body, and conforms to the external social value evaluation through the inter-subjectivity behavior cultivation. Physical and physical education of Wushu is an orderly transformation of body posture under the discourse of "internal and external". Its essence is the cognition of the structure and function of Wushu movements. Its path is the combination of "external structure" and "internal strength function". Its goal is to shape the posture of Wushu movements. 1. In terms of physical knowledge learning, on the one hand, "seven punches" as a structural element, through the "normative balance, change coordination, response to the free" physical knowledge changes and presents the "square tangible, rounded and flexible, overall streamline" shape effect; on the other hand, with the overall physical strength as the goal, through the "seven punches as one, flexible response to change, form and spirit in one." In the study of exterior structure and interior function, different kinds of boxing have their own characteristics. For example, the "long" leverage structure of Xingyiquan shape and the rigid and vigorous strength of internal function, the "folding" leverage structure of Taijiquan exterior and the intrinsic sensitivity. According to the teaching practice of the external structure and the internal force function, there are three main teaching methods for the cognition of the external structure, that is, the way of walking with the six standards, adjusting the balance between the virtual and the real, and inspecting one's own map. In the end, we can achieve the cognitive goals of orderly body structure, such as "three sections in one" (reflecting the orderly effort of three sections in "starting and following"), and "fluid in one qi" (realizing the stress and movement of three sections). There are also three kinds of teaching methods for the cognition of internal strength function, namely, "vigorous, vigorous, and energetic" path, and finally achieve the "static norms. Cognitive goals of overall physical strength, such as stability, dynamic transformation, and stress unification. Under the thinking of Chinese traditional cultural holism, Wushu teaching practice with structure and function as its goal still maintains a strong position and breaks through the restraints of leg support, sensory autonomy, self-scale, and partial exertion to reshape the body. Posture, internal and external integration of the "can", "can" and "beyond the body posture. 1.3 Drawing on the traditional Wushu physical inheritance experience, to build a body theory of traditional Wushu implicit to understand the"structure and function"of Wushu movement as the teaching goal, to"know-right-clever-wonderful-perfect"as the teaching process, to"new and old content linkage. Cross-learning-expanding and deepening understanding with the aid of instruments-promoting understanding with the supplement of lifestyle"is the teaching organization. The structure evaluation of"three sections-one body-streamline and one atmosphere"and the function evaluation of"stability-vigor-vitality-agility"are the teaching assessment models of"structure-function"of Wushu physiological body. The essence of the cultivation of the intersubjectivity of the body under the discourse of "oneself and others" is the cognition of the relationship between peers and opponents in Wushu offensive and defensive actions. Its path is to reach "oneness between oneself and others" by "controlling oneself" and its goal is the acquisition of interpersonal relationship in Wushu. Supporting and helping "Master, Brother" to practice martial arts as a companion, self-cultivation through the typification of "internalization rules-introspection criteria", on the other hand, the opponent of "contest winners and losers" and the realization of martial arts through the awareness of "subjugation-persuasion". In the social body learning of "self-cultivation and subjugation", different kinds of boxing have their own characteristics. Ruyiquan forms the interpersonal relationship of "entering oneself and accommodating others" by "being in reality". Taijiquan expresses the interpersonal relationship of "giving oneself up from others" by "being in the empty". Bagua palm expresses the interpersonal relationship of "entertaining oneself" by "changing in the middle". 2. There are three kinds of teaching methods, namely, organizational cognition of portal, individualized cognition of attack, and exemplary cognition of characters, which ultimately achieve the goal of inter-subjectivity education of "self-cultivation of peers, mutual benefit and empathy". Under the thinking of benevolence and righteousness in traditional Chinese culture, Wushu teaching advocates the "straightforwardness" of "internal not self-deceiving, external not deceiving", overcomes the habits of utilitarian interaction and strives for victory and defeat only, and finally takes the path of "internalization rules-introspection criteria-reflexive self-control". 2.3 Drawing on the experience of traditional Wushu social physical inheritance, this paper constructs the implicit teaching objective of traditional Wushu, which is to understand the interpersonal relationship between "companions and opponents" in Wushu, and takes "internalization rules - introspection criteria - self-reflection and self-control" as the teaching objective. The teaching procedure is the teaching mode of "companion-opponent" in Wushu society. 3 Wushu psychological and physical education is the shaping of psychological resilience under the discourse of "mind-dominated" and its essence is Wushu. The way to neutralize emotional cognition in Wushu is to experience the emotion of "prudence and courage" and to integrate the body and mind. Its goal is to improve the ability of training and regulating the movement emotion and cultivate the spirit temperament of Wushu people. On the other hand, the emotion of anger and fright is transformed into courage. On the other hand, the strategy of despising the opponent's action of "moving like a rabbit" and "looking like a rabbit" is trained by the action of "quick, serious, straight, coherent and offensive". Different kinds of boxing have their own characteristics in the study of prudence and courage in Wushu movements. For example, the formation of Xingyiquan to arouse anger and to force strong, Taijiquan to fear and think together to win weak, Bagua Palm to dispel worry and advance joy and to manipulate strong. 3.2 From the teaching practice of prudence and courage in Wushu movements, the prudence mood There are three main types of teaching methods in cognition, that is, to cultivate the cautious mood dominated by "middle" from the level of "feeling wins emotion, respect enters quietness, and direction adapts". There are also three main types of teaching methods in courageous emotion cognition, namely, to cultivate the courage guided by "harmony" through "Qi cultivation method, whole body neatness, partial guidance and borrowing". Under the thinking of "mind dominating theory" in traditional Chinese culture, Wushu teaching practice advocates "idea" imagination with caution and courage as its goal, improves the self-control ability of the state of mind by means of "being cautious in the face of fear, being resolute in choosing the right moment, and having no intention of self-study", and displays the essence of Wushu people by means of "being able to contain" and "being able to produce". Spiritual temperament.3.3 Drawing on the experience of traditional Wushu's psychological and physical inheritance, this paper constructs the implicit teaching goal of traditional Wushu with caution and bravery based on the embodied theory, and takes the teaching procedure of "caution in the face of fear - courage - ideological cultivation" as the teaching procedure, and takes "situational fear, anger, anxiety, calm down - practicality, bravery in the face of skill - life, self-cultivation" as the teaching procedure. In a word, Wushu physical education is guided by the cognition of physical body's "shape-internal strength", and mediated by the cognition of social body's "companion-opponent" interpersonal relationship, and finally by the psychological body's "prudence-courage". The goal of "self-control of emotion" is not only to provide Chinese educational experience for the modern physical education of "being away" and "nobody", but also to cultivate the spirit of "oneself-person-oneself" in the mode of "physical-social-psychological" three-dimensional whole-person education, which is helpful to the construction of the local discourse theory system of Chinese Wushu education.
【学位授予单位】：上海体育学院
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G852-4

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