本研究从学校武术历史发展的纵向视角和现存问题的横向视角出发，运用文献分析法、专家访谈法、问卷调查法、动作学习观察法、课堂观察法、逻辑分析法以及系统研究法，全面、系统地梳理了武术进入学校教育后的发展演变历程，分析其教材性质、内容、方法、评价以及教学形式等相关方面的变化特点，深度剖析并揭示了影响学校武术发展的四个根本性原因。在此基础上，基于相关课程与教学理论，对现代武术系统、学生特点、教师情况等进行了系统分析，根据当前教育背景与体育课程建设情况，对中小学校武术教材体系进行了初步构建。包括以下主要内容：1． 学校武术的界定。学校武术是指普通学校（非武术或体育专业）中以中国武术的基本功法和攻防技击动作为载体，对学生进行防身、健身及民族传统文化教育的教学活动。2． 学校武术具有以下主要特性：动作的基础性和典型性相统一、动作的防身性和健身性相统一、技术动作学习与传统文化学习相统一、身体运动与心理活动相结合、传统性与时代性相互补。3． 学校武术的任务是借助于中国武术的各种基本功法、攻防技击性动作的学习和练习，达到促进学生身体、心理健康发展，培育中华民族精神，弘扬和传承民族优秀传统文化的目的。4． 提出了学校武术“整体融合”构建模式与内容体系。该构建过程及其主要特征为：基于学生心理认知，体现武术整体面貌；融合武术运动形式，提炼相关文化内涵；注重动作攻防方法，设置目标体验功用；强调各种劲力体现，结合动作理解文化。该体系在宏观层面上将武术教学分为普适型、选修型和校本型三类。在中观层面上确定了小学、初中、高中的武术教学层次与重点，分别为神情与技术型、技术与原理型、文化与实用型。在微观层面上，提出了具体的教学内容与形式，包括武术技术和武术文化两个方面，武术技术包括功法与单势、组合与短套、预设性对练和自由攻防体验，武术文化包括个人修养、人与社会、人与自然三个层面的内容。在教学实施上提出了通过拳谚、拳理渗透于各种形式技术教学的方式间接传授传统文化的教学策略。5． 提出了“目标还原”武术教学模式。该模式包括指导思想、理论依据、教学程序以及单元设计四部分内容，其教学程序包括引导学生进入武术情境、了解动作功用、实物目标和假想目标练习相结合、攻防性体验四个操作步骤。6． 在具体动作教与学方面，提出了武术动作“三环一心”四要素结构模型。该模型横向结构由外形（姿势）、力、呼吸和意识（攻防）四要素构成，纵向结构上其技能形成从外环向内核逐渐深入，四要素之间相辅相成，相互促进。关键词：中小学；学校武术；课程；教学内容；教学方法；武术运动；传统文化

Systematically surveyed the evolvement and progress Wushu experienced after it entered the school in terms of the nature of the course, the contents of teaching, teaching methods, the evaluation system from the longitudinal perspective of the history and development of Wushu Teaching at school as well as the horizontal perspective of problem existed in Wushu teaching. Research methods employed include: interviewing, questionnaire survey, observing, reasoning and system analysis. Systematically analyzes the characteristics of depth and reveals the influence the development of wushu schools in four fundamental reasons. On this basis, based on the related courses and teaching theory, the modern wushu system and characteristics of students, teachers, analyzed the background and education, according to the construction of physical education curriculum, teaching of primary and middle schools in martial arts system construction. Mainly includes the following content:1. The definition of School Wushu: School Wushu refers to the teaching activities that aim at teaching student defense, body building and ethic traditional culture and involve basic forms plus attack and defense skills of Chinese Wushu. 2. The characteristics of school wushu are: the skills are both basic and classic, it works in both self-defense as well as body building, it combines motor learning and the learning of traditional culture, physical exercise combines mind exercising, tradition and modernity back up each other.3. The task of school Wushu teaching is prompt student’s physical and mental health, strengthen Student’s identity with the nation and its people, evacuate and spread fine culture of Chinese people through the learning and exercising of the basic training methods as well as defensive and aggressive feats of Chinese Wushu.4. Constructing and systemizing of the integrating mode of school wushu. The process and main characteristics of the construction process are: stress on the cognition, embody the overall feature of Chinese wushu, integrate different school of Chinese wushu and extract relevant cultural involution; stress on attack and defense skill and provide opportunity for experiencing via goal setting, stress on demonstrating all kinds of fighting philosophy, apprehending culture through the feat. At macro level, this system divides wushu teaching into fundamental course, optional course and school-based course. At middle level, this system specifies the hierarchy and focus for primary school, junior high school and senior high school. At micro level, this system put forward concrete teaching content and mode, which include feat and wushu culture. Feat includes force tempering and single skill, skill combination and short suite, specially designed defense and attack training as well as simulated fighting. Wushu culture includes three dimensions: personal disposition, self and society, self and nature. This thesis put forward a series of corresponding teaching strategies, includes indirect strategy of teaching traditional culture, i.e. teaching related idioms and principles through skill and feat teaching.5. “Goal retrospect” mode of wushu teaching. This mode comprises of principle, rationale, teaching program and teaching unit designing. This program consists four steps:　lead students in the situation, understand the function of a certain move, integrate real target and virtual target, experience defense and attack.6. Probed Wushu teaching & learning and puts forward “three circle and one centre” mode which consists four parallel parts, namely form(posture), force, breath and consciousness( defense and attack), on the longitudinal structure elements formed from the skills to the kernel gradually, the four essences depend on each other and back up each other. KEY WORDS:Primary school and high school, Wushu in School, syllabus, teaching contents, teaching methods, wushu exercising, Curriculum theory, traditional culture