体育、美育是落实党和国家教育方针的重要组成部分，体育美育融合有利于纾解身心健康问题，符合学科交叉融合的课程改革方向。本文运用文献研究法等，围绕体育美育融合课程的概念、价值、路径三大问题开展研究，并基于后冬奥时代背景，探索基于“奥林匹克教育”主题的课例研究。研究发现：

其一，体育美育融合课程的概念。从历史演进上看，体育美育融合经历了如影随形：体育中的运动美、内外并重：体育美、形神合一：体育美育、协同发展：体艺融合到体美融合的发展历程，具有目标的内在关联、过程的异曲同工、效果的借力互鉴等特点。从教育阶段上看，基础教育体美融合课程是以培养全面发展的社会主义建设者和接班人为目标，以体美融合为教学内容的动态连续教育过程。高等教育体美融合课程是立足学生能力培养和长远发展，以培养全面发展的高素质社会主义建设者和接班人为目的，以提升身体健康和心理健康为目标，用“以体育人”和“以美化心”相结合的方式，以外在身体缔造与内在心灵熏陶融合为内容的动态连续教育过程。

其二，体育美育融合课程的价值。基础教育体美融合课程有利于解决机制困境、认识困境、组织困境，其价值体现在：（1）增效：重塑内在、外在并重的良好生态；（2）提质：重建感性、理性相宜的和谐人格；（3）赋能：重构组织、个体认同的价值体系。高等教育体育美育融合课程的价值表现在如下三个方面：（1）落实时代要求，响应国家战略：从“有课上”到“上金课”的立起来；（2）推动学科融合，加强学段衔接：从“分科段”到“全科段”的连起来；（3）建构思维方式，促进和谐发展：从“聚集型”到“统整型”的通起来。

其三，体育美育融合课程的路径。从类型上看，体育美育融合课程的构建有四种思路：（1）以一为体，元素融入；（2）本体双通，协同共生；（3）交叉联结，主题教学；（4）学科融合，综合实践。从阶段上看，基础教育体美融合课程的构建路径依据课程六要素展开：（1）目的：培养全面发展的社会主义建设者和接班人；（2）目标：提升身心健康水平、提高审美和人文素养；（3）内容：健康形体美、高超技术美、技艺的协调美；（4）形式：循环开展基于体验学习圈的课程教学方式；（5）场域：跨学科活动、校内校外、线上线下相结合；（6）评价：强化过程评价，推动学生的综合素质评价。高等教育体美融合课程的构建路径为：（1）加强顶层设计，遵循“知识、学科、社会、创造”四大逻辑；（2）推动资源赋能，加强“校内校外、线上线下”队伍协同整合；（3）完善制度体系，构建“课程、教学、评估”一体化信息系统。从时代背景上看，后冬奥背景下的体育美育融合课程构建路径为：（1）促进“平台——展台——讲台”的内容创造；（2）耦合“潜有——缘有——实有”的应用逻辑；（3）构建“应然——实然——使然”的管理常态。

Physical and aesthetic curricula are important components of implementing the education policies of the Party and the country. The integration of physical and aesthetic education is conducive to alleviating physical and mental health problems and is in line with the direction of interdisciplinary curriculum reform. This study used literature research methods and other methods to research the concept, value, and path of integrated physical and aesthetic education curricula. Based on the background of the post-Winter Olympics era, it explored curriculum study based on the theme of "Olympic education". The study finds that:

Firstly, the concept of integrating physical education and aesthetic education into the curriculum. From the perspective of historical evolution, the integration of physical aesthetic education has gone through a development process that goes hand in hand: with the beauty of sports, balance of internal and external aspects: the beauty of sports, the unity of form and spirit: physical aesthetic education, collaborative development: the integration of sports and art to the integration of physical and aesthetics, with characteristics such as the internal correlation of goals, the similarity of processes, and mutual learning of effects. From the perspective of the educational stage, the basic education physical and aesthetic integration curriculum is a dynamic continuous education process with the goal of cultivating all-round socialist builders and successors, and the physical and aesthetic integration as the teaching content. The integration of physical and aesthetic education curricula in higher education is a dynamic and continuous educational process that is based on the cultivation of students' abilities and long-term development, with the aim of cultivating high-quality socialist builders and successors with comprehensive development, and the goal of improving physical and mental health. It combines "physical education" and "beautification of the heart", and combines external physical creation with internal spiritual cultivation.

Secondly, the value of integrating physical education and aesthetic education into the curriculum. The integration of physical and aesthetic education curriculums in basic education is beneficial for solving mechanism difficulties, understanding difficulties, and organizational difficulties. Its value is reflected in (1) efficiency enhancement: reshaping a good ecology that emphasizes both internal and external aspects; (2) Improving quality: rebuilding a harmonious personality that is both emotional and rational; (3) Empowerment: Reconstructing the value system of organizational and individual identity. The value of the integrated curriculum of physical education and aesthetic education in higher education is reflected in the following three aspects: (1) implementing the requirements of the times and responding to national strategies: from "having classes" to "offering golden courses"; (2) Promote the integration of disciplines and strengthen the connection of academic segments: from "sub-disciplinary segments" to "whole disciplinary segments"; (3) Constructing a way of thinking to promote harmonious development: from a "gathering type" to a "unified and integrated type".

Thirdly, the path of integrating physical education and aesthetic education into the curriculum. From a typological perspective, there are four approaches to the construction of integrated physical and aesthetic education courses: (1) taking one as the body and integrating elements; (2) Ontology dual connection, collaborative symbiosis; (3) Cross connection and thematic teaching; (4) Integration of disciplines and comprehensive practice. From a stage perspective, the construction path of the integrated curriculum of physical and aesthetic education in basic education is based on six elements of the curriculum:(1) Establish the purpose of training all-round developed socialist builders and successors; (2) Set up the objective of improving the level of physical and mental health, aesthetic and humanistic quality; (3) Constructing the content of harmonious beauty of the healthy body, the beauty of superb technology, and the beauty of coordination of skills and skills; (4) Adopt the form of classroom teaching activities based on experiential learning circle; (5) Pay attention to the field of the combination of on-campus and off-campus, online and offline; (6) Focus on the evaluation of strengthening process evaluation and promoting the evaluation method of students' comprehensive quality evaluation. The construction path of the integrated curriculum of physical and aesthetic education in higher education is: (1) strengthening top-level design, following the four logical principles of "knowledge, discipline, society, and creation"; (2) Promoting resource empowerment and strengthening the collaborative integration of "on campus, off campus, online and offline" teams; (3) Improve the institutional system and build an integrated information system of "curriculum, teaching, and evaluation". From the perspective of the era, the construction path of physical aesthetic education integration curriculum in the post-Winter Olympics context is: (1) promoting the content creation of "platform-booth-podium "; (2) The application logic of coupling "potential existence-edge existence-actual existence"; (3) Establish a management norm of "ought to be-should be-to be–be made to happen".