晚清新政時期中小學堂體育課程研究（1902–1911）

Abstract

自中英鴉片戰爭後，清廷逐漸意識到引入西學知識與西式教育的重要性，遂開始推動一系列的教育改革，引入西方教育的制度，而有關西方近代體育的知識，也於此期間逐漸傳入，促進了中國對西方體育的接觸與認識。然而，中國近代學校體育課程的確立，是光緒28年（1902）頒定《欽定學堂章程》（壬寅學制）後，始正式將體操科列為各級學堂的必修科目之一。本研究旨在探討晚清自光緒28年（1902）至宣統3年（1911）間，學校體育課程的產生背景與發展歷程，主要目的在了解中小學堂體操科的設置、目標與規範及其具體實施情形，以從中分析該課程的實施成效。本研究屬歷史研究，採史學方法，研究對象以《欽定學堂章程》及《奏定學堂章程》（癸卯學制）所規範的中小學堂體操科為主。研究所採用的一手史料主要有教育官報、彙編叢書、中西報刊雜誌、人物文集及體育教科書等。主要研究發現如後：一、中國近代學校體育課程的萌芽，受西方與日本體育教育的影響，以軍事訓練與強身健體為目的，引入田徑、球類及體操等項目，奠定體育科實施與教材內容的基礎；二、晚清官方開始重視體育，將體操科正式列為中小學堂的必修科目；三、官編體操教科書未及時完成編審與流通，部分省中小學堂體操科的教科書選用情形不一，影響體操科的教師教學與學生學習；四、部分省中小學堂體操科的開設情形不一，且其實施項目與授課時數多與章程規定未盡相符，顯見政策規劃與實施間存在落差；五、部分學堂面臨缺乏體育專長師資或場地、器材設備建置未盡完善的困難，不僅限制體操科的開設與實施的時間與活動空間，也易增加上體操課的風險，影響體操科的教學品質與實施成效。This study aims to explore the background and development of physical education curricula in primary and secondary schools in late Qing China (1902-1911). It focuses on analyzing the structure, goals, and regulations of physical education curricula in primary and secondary schools, as well as their challenges when implemented. By analyzing these issues, the study assesses the effectiveness of physical education during this period.Using historical methods, the study centers on the"Ren Yin school system" and the "Gui Mao school system," which regulated physical education in primary and secondary schools. Primary sources such as government educational reports, compilations, Chinese and Western newspapers, personal collections, and physical education textbooks are used. The main findings are as follows: I. Chinese school physical education curricula were influenced by Western and Japanese systems, emphasizing military training and physical fitness. Athletics, ball games, and gymnastics became core components, forming the foundation of the physical education curriculum. II. The late Qing government increasingly prioritized physical education by designing gymnastics as a compulsory subject in primary and secondary schools. III. The physical education textbooks edited and published by government were delayed, and schools selected different textbooks, which affected teaching quality and student learning. IV. The practices of physical education of some provinces varied, with some schools not offering the subject or offering it inconsistently. The content and teaching hours often did not follow regulations, then a gap between policy and practice existed. V. A shortage of specialized physical education teachers, coupled with insufficient facilities and equipment, limited the scope and ran a risk of its teaching in schools. This negatively affected the teaching quality and the effectiveness of physical education.