初中生碎片化时间体育锻炼与专项动作练习的实证研究——基于政策导向与课内外一体化视角

An Empirical Study of Junior High School Students’ Physical Exercise and Specialized Movement Practice during Fragmented Time—Based on Policy Guidance and Integrated In-Class and Out-of-Class Perspectives

摘要: 本研究聚焦于初中生在校期间碎片化时间的体育锻炼与专项动作练习。鉴于当下初中生体质健康状况不佳、体育活动时间有限，结合《教育强国建设规划纲要(2024~2035年)》《义务教育体育与健康课程标准(2022年版)》等政策文件，通过对上海市3所初中800名学生的问卷调查(有效回收率92.3%)及12周对照实验(实验班2个、对照班2个)，收集立定跳远、仰卧起坐成绩及抑郁倾向评分等一手数据，深入探讨该举措的重要性、可行性、现状问题，并提出学校、教师、学生协同合作的实施策略。实验数据显示，碎片化锻炼使学生立定跳远成绩提升12.3%、仰卧起坐次数增加9.7%，抑郁倾向评分降低15.6%，为推动课内外一体化体育教学模式提供了科学依据。

Abstract: This study focuses on junior high school students’ physical exercise and specialized movement practice during fragmented time at school. Given that current junior high school students are in poor physical health and have limited time for physical activities, and in combination with policy documents such as the Outline of the Plan for Building a Strong Nation through Education (2024~2035) and the Standards for the Curriculum for Physical Education and Health in Compulsory Education (2022 Edition), a questionnaire survey of 800 students from three junior high schools in Shanghai (with an effective recovery rate of 92.3%) and a 12-week controlled experiment (two experimental classes and two control classes) were conducted. First-hand data such as standing long jump, sit-up scores, and depression tendency scores were collected. The importance, feasibility, and current status of this initiative were deeply discussed, and an implementation strategy for collaborative cooperation among schools, teachers, and students was proposed. Experimental data showed that fragmented exercise improved students’ standing long jump scores by 12.3%, increased the number of sit-ups by 9.7%, and reduced depression tendency scores by 15.6%, providing a scientific basis for promoting an integrated physical education teaching model both inside and outside the classroom.