平昌冬奥会落下帷幕，正式进入“2022北京冬奥周期”，习总书记“带动3亿人参与冰雪运动”目标的提出，北京冬奥会的成功申办为我国的冰雪事业的发展带来了前所未有的新契机，北京市为发展冰雪运动，2016年3月首次提出分批次建设100所冰雪运动特色学校，2017年教育部通过遴选，确定了北京市52所学校成为首批“冰雪运动特色校”，（以下简称特色学校），本文以北京市16个区首批入选的冰雪特色校52所中小学学校中32所小学为整体研究对象，以北京市海淀区中关村二小和昌平区清华附小昌平学校为具体研究对象，采用文献资料法、问卷调查法、访谈法、数理统计法、个案分析法对北京市首批入选的32所特色学校进行了研究分析，通过研究小学冰雪特色校冰雪运动开展现状，找出冰雪运动在校园开展中遇到的问题，为校园冰雪运动的进一步发展提出对策与建议，最终并得出以下结果： （1）北京市遴选特色冰雪学校的“遴选工作”有待进一步提高加强，包括遴选标准细化、严格、组织相关专家实地考察、制定考核和退出机制，对于一些有着特色学校的旗号，不具备冰雪特色办学资格的学校，及时清出特色学校的名单，为那些发展冰雪运动好的学校提供平台。 （2）在课程方面。北京市首批遴选出的32所小学冰雪特色学校中，虽然都开设冰雪特色课，但是有22所学校以体验课的形式上课，开课时间较短，课程较少，开设的冰上课程度远远高于雪上的课程，冰雪课程普及度有待提高。 （3）在师资方面。师资队伍的严重匮乏成为冰雪运动在校园中开展的严重阻碍，目前北京师冰雪专业的体育教师严重，全市有9000多名体育教师，只有5%的人接触过冰雪运动，目前培训也只是初步的；在校园中大多是通过政府购买社会服务的方式，让学生到周边雪场、冰雪俱乐部进行学习、体验和训练；各机构在上课、培训、训练时也出现不少问题，教练员打骂孩子的现象并不在少数。究其原因，教练员虽然具备专业知识，但因为没有接受过教育学、心理学相关教育基础知识的学习，在承担实际教学过程中，教学方法不一定能符合学生需求。 （4）在场地设施方面。制约中小学开设冬季项目课程的主要原因是场地。目前北京市首批遴选出来的32所小学冰雪特色学校中，只有9所学校铺设了仿真冰场，冰场的使用时间自11月-2月底使用，使用时间较短，只有1所学校在校园里安装了滑雪模拟机，普及度较低，冰雪运动场馆较为紧张。 （5）冰雪运动队建设方面。32所学校成立54支冰雪运动队包括：冰球、花样滑冰、冰壶、速滑、列滑训练队、陆地冰壶等，其中女生冰雪运动队有13支，男生冰雪运动队有41支。 对于北京市首批遴选出来的冰雪特色学校，选取海淀区中关村二小、昌平区清华附小分校，城内城外两所学校进行个案研究。以下几个方面值得我们学习、借鉴。1.努力做到全员参与冰雪运动，普及度高；2.校园领导重视理论研究，组织编制校本冰雪运动教材。3.学校有专业的2-3冰上运动队，聘请专业的教练指导训练，通过政府购买的方式，每周在冰雪运动馆训练2-3次，冰雪运动队成立不久就快速发展起来。

Pingchang Winter Olympics ended and officially entered the "2022 Beijing Winter Olympics Cycle". In recent years, the development of ice and snow industry in China is not satisfactory. Whether it is the Winter Olympics or large-scale international ice and snow events, there is a big gap between China's comprehensive strength and the ice and snow powers. The successful bidding for the Beijing Winter Olympic Games has brought unprecedented new opportunities for the development of ice and snow industry in China. The state and government attach great importance to it. General Secretary Xi's goal of "driving 300 million people to participate in ice and snow sports" was put forward. The development of ice and snow industry in China ushered in spring. In March 2016, the Beijing Municipal People's Government issued "On Accelerating the Development of Snow and Ice Sports". See (2016-2022). For the first time, it is the first time to cultivate ice and snow sports characteristic schools and build 100 ice and snow sports characteristic schools in batches. In 2017, the Ministry of Education confirmed 52 schools in Beijing as the first batch of "ice and snow sports characteristic schools" (hereinafter referred to as "characteristic schools"). This paper takes 32 primary schools in 16 districts of Beijing as the whole research object, and takes the second primary school in Zhongguancun District of Haidian District of Beijing and Xiaochangping School in Qinghua Affiliated District of Changping District as the specific research object, and conducts in-depth case study. Research. In this paper, using the methods of literature, questionnaire, interview, mathematical statistics and case analysis, the first 32 characteristic schools in Beijing were studied and analyzed. After nearly two years of development, 32 ice and snow characteristic schools have developed rapidly and achieved good results, but there are also many problems. Finally, the following conclusions are drawn. (1) The selection of characteristic ice and snow schools in Beijing needs to be further improved and strengthened, including detailed selection criteria, strict organization of field visits by relevant experts, formulation of assessment and withdrawal mechanism. For some schools with distinctive features, which do not have the qualification of running schools with ice and snow characteristics, the list of characteristic schools should be cleared in time to provide schools that want to develop ice and snow sports. The school provides a platform. (2) In terms of curriculum. In the first 32 ice and snow characteristic schools selected in Beijing, although all of them offer ice and snow characteristic courses, 22 schools teach in the form of experiential courses, which have shorter opening time and fewer courses. The degree of ice and snow courses offered is much higher than that offered in snow. The popularity of ice and snow courses needs to be improved. (3) Teachers. The serious shortage of teachers has become a serious obstacle to the development of ice and snow sports on campus. At present, there are more than 9,000 PE teachers in Beijing. Only 5% of them have been exposed to ice and snow sports. At present, the training is only preliminary. In most of the schools, students are allowed to go to the surrounding snow fields and ice and snow clubs by the way of purchasing social services from the government. Learning, experiencing and training; there are many problems in the course, training and training of various institutions, and there are not a few coaches who scold their children. The reason is that although coaches have professional knowledge, they have not received the basic knowledge of education and psychology. In the actual teaching process, the teaching methods may not meet the needs of students. (4) On site facilities. The main reason that restricts the opening of winter project courses in primary and secondary schools is the venue. At present, only 9 of the 32 primary school ice and snow characteristic schools selected in Beijing have built simulation ice rinks. The use time of ice rinks is from November to the end of February. The use time of ice rinks is relatively short. Only one school has installed ski simulators in the campus. The popularity is low, and the ice and snow sports venues are relatively tense. (5) The construction of ice and snow sports teams. Twenty-seven schools have established 54 ice and snow sports teams, including ice hockey, figure skating, curling, speed skating, line skating training teams, land curling and so on. Some schools have reached four ice and snow sports teams, with at least one sports team. Kang (6) For the first batch of selected ice and snow characteristic schools in Beijing, two schools in Haidian District, Zhongguancun No. 2 Primary School, Changping District, Tsinghua Affiliated Primary School and two schools outside the city were selected for case study. The following aspects deserve our study and reference. 1. Efforts should be made to make the whole staff participate in ice and snow sports with high popularity; 2. Campus leaders should attach importance to theoretical research and organize and compile school-based ice and snow sports textbooks. 3. The school has a professional 2-3 ice sports team, employing professional coaches to guide the training, through the way of government purchase, training 2-3 times a week in the ice and snow stadium. The ice and snow sports team developed rapidly soon after its establishment.