云南省某高校體弱生公體課體醫融合教學現狀及策略研究

摘" 要：本文以云南省某高校為例，探討了體醫融合背景下高校體質弱勢群體公共體育課的教學現狀及發展策略。研究發現，體質弱勢學生人數逐年上升，主要分為疾病、病（傷）后恢復期、殘疾、肥胖或體弱四類，參與體育活動的主要動機為增強體質、促進健康和心理調節。為提升教學質量，建議采用階段性教學策略、構建個性化評價體系、加強師資培養、升級硬件設施等措施，提升教學質量，促進學生身心健康和社會適應能力發展，最終實現教育公平和全民健康的目標。

關鍵詞：體弱生；公體課；體醫融合；教學現狀

Research on the current situation and strategies of integrating physical education and medical education for frail students in a university in Yunnan Province

ZENG Heqiang

（Chuxiong Normal University， Chuxiong， Yunnan Province，675000China）

Abstract： This article takes a university in Yunnan Province as an example to explore the teaching status and development strategies of public physical education courses for physically disadvantaged groups in universities under the background of the integration of sports and medicine. Research has found that the number of physically disadvantaged students has been increasing year by year， mainly divided into four categories： illness， recovery period after illness （injury）， disability， obesity or weakness. The main motivations for participating in sports activities are to enhance physical fitness， promote health and psychological regulation. To improve teaching quality， it is recommended to adopt phased teaching strategies， construct personalized evaluation systems， strengthen teacher training， upgrade hardware facilities and other measures to enhance teaching quality， promote students' physical and mental health and social adaptability development， and ultimately achieve the goals of educational equity and national health.

KeyWords：Physically weak students; Public physical education classes; Integration of sports and medicine; Current teaching situation

在最近幾年，我國高等教育機構中，被定義為“體質弱勢群體”的學生人數呈現穩步上升的態勢[1]。這一趨勢不僅對高等教育系統的素質教育推進造成了阻礙，同時也與國家對高校畢業生綜合素質的期待存在差距[2]。這些體質弱勢的學生，由于健康條件或生理功能上的特殊需求，往往難以適應常規的體育課程，這逐漸成為高校體育教育中的一個顯著難題[3]。

在此背景下，2016年10月，《健康中國2030》規劃綱要的發布，標志著體醫融合戰略被提升為國家層面解決健康問題的重要方針。該綱要明確提出，通過體育與醫學相結合的方式，能夠有效推動公眾的科學健身活動，進而在健康促進、慢性病防治以及康復治療等多個領域發揮至關重要的作用[4]。這一戰略的提出，不僅為傳統大學公共體育課程注入了新的活力，也為構建更加多元化和包容性的體質弱勢學生體育教育模式提供了創新思路和實施路徑。……