体教融合视域下高校体育舞蹈普修课运动教育教学模式本土化构建——基于贵阳学院实践案例

Localized Construction of Sports Education Model for General DanceSport Courses in Universities from the Perspective of Physical Education and Academic Education Integration—Based on the Practice Case of Guiyang University

摘要: 研究以体教融合视域下，针对贵州省高校体育舞蹈普修课存在的设施匮乏及师资结构短缺以及学生参与意愿低等问题，探索运动教育模式的本土化适用路径。基于贵阳学院实践案例，通过实施“赛季制”模块化设计以及“低成本–高参与”策略对传统教学模式进行重构。研究结果表明：通过实施固定分组与角色轮换、积分挑战赛以及成长手册的动态评价机制，显著提升了学生的参与度和团队协作能力，同时减轻了师资负担；通过场地的多重利用、数字化工具的整合以及低成本教具的开发，构建了一个“轻量化”的赛事体系，实现了教学资源的高效整合。研究验证了运动教育模式在资源薄弱地区的适配性，为西南部高校体育舞蹈课程改革提供了可复制的实践模式，并为实现“教会、勤练、常赛”的体教融合目标、师资能力的提升以及动态评价机制的创新提供了理论依据和实践参考。

Abstract: Against the backdrop of integrating physical education and academic education, the study aims to address issues such as lack of facilities, structural shortage of teaching staff, and low student participation willingness in general dancesport courses at Guizhou colleges and universities, and explores the localized application path of the sports education model. Based on the practice case of Guiyang University, the traditional teaching model was reconstructed through the implementation of “season-based” modular design and “low-cost-high-participation” strategies. The results show that: through fixed grouping and role rotation, point-based challenge competitions, and dynamic evaluation with growth manuals, students’ participation and team collaboration abilities were significantly improved, while the teaching staff burden was reduced. By reusing venues, integrating digital tools, and developing low-cost teaching aids, a lightweight competition system was constructed to achieve efficient integration of teaching resources. This study verifies the adaptability of the sports education model in resource-weak areas, provides a replicable practical paradigm for the reform of dancesport courses in colleges and universities in Southwest China, and offers theoretical support and practical references for the implementation of the “teaching, frequent practice, and regular competition” goal of physical education and academic education integration, the optimization of teaching staff capabilities, and the innovation of dynamic evaluation mechanisms.