增强学生社会适应能力是体育新课程标准的目标之一。体育新课程标准确定的社会适应目标是:“建立和谐的人际关系,具有良好的合作精神和体育道德”,“学会获取现代社会中体育与健康知识的方法”。与一个时期以来我国学校体育以“增进学生体质、传授‘三基’、增强意志品质、培养集体主义精神等”为主的学校体育目标相比,在观念上是一个突破,对于学校体育课程体系的构建具有创新意义。但是,在学校体育实践中,对于学校体育促进和提高学生社会适应能力问题,无论是理论依据,还是实施策略,都缺乏研究。从基本概念到具体的操作手段、评价标准,都亟待研究和论证。例如,与社会适应能力相关的基本概念,社会性发展、社会化、品德与个性等等,尚有待界定。再如,社会适应的核心目标是什么,可操作的、有效的途径与方法有哪些?在学校体育中如何实施?与学校教育其他学科相比,学校体育在增强学生社会适应能力方面有哪些特点,效率如何?对这些问题的研究,教育心理学研究取得了一些成果,但在学校体育学术领域,研究则刚刚开始,还缺乏系统性、针对性。研究的滞后导致了体育教学实践的困惑和一线体育教师的无所适从。正是这个原因,我们从本期开始,专门设立“学校体育促进学生社会性发展专栏”,围绕“学校体育促进学生社会性发展”这个专题给广大读者提供一个进行专门讨论的空间,搭建一个学校体育理论工作者、科研人员、教研人员、一线体育教师及学校主管领导都可以参与的交流、研讨平台。本栏目专门聘请全国教育科学规划办公室吴键博士担任栏目的主持人,负责专题论文的组稿,引导不同观点的争鸣,组织教学实践的设计,并且对相关论点进行点评。 Improving students’ social adaptability is one of the goals of the new curriculum standards for physical education. The social adaptation goals defined by the new curriculum standards for sports are: “establishing harmonious interpersonal relationships, having a good spirit of cooperation and sports ethics” and “learning ways to acquire knowledge of sports and health in modern society”. Compared with the goal of school sports, which focuses on improving students’ physique, imparting ’three basics’, strengthening will quality, and fostering collectivism, etc., the school sports in China have been a breakthrough in terms of concepts for the school sports curriculum system. The construction is of innovative significance. However, in school sports practice, there is a lack of research on whether school sports promote and improve students’ social adaptability, whether it is theoretical basis or implementation strategy. From the basic concept to the specific operation methods and evaluation criteria, it is urgent to study and demonstrate. For example, the basic concepts related to social adaptability, social development, socialization, morality and personality, etc., have yet to be defined. Again, what are the core goals of social adaptation, what are the available and effective ways and means, and how are they implemented in school sports? What characteristics does school sports have in terms of enhancing students’ social adaptability compared with other disciplines in school education? How are the efficiencies? Research on these issues has resulted in some achievements in educational psychology. However, in the field of academic sports, research has only just begun. It is still lacking systemic and pertinent. The lag in research has led to confusion in the practice of physical education and the inability of first-line physical education teachers. It is for this reason that we started from the current period to set up a “College Sports to promote students’ social development column.” Around the topic of “school sports to promote student social development”, this book provides readers with a space for special discussion and build a school. Sports theory workers, scientific research personnel, teaching and research staff, first-line physical education teachers, and school leaders can all participate in the exchange and discussion platform. This column specifically employs Dr. Wu Jian, the National Education Science Planning Office, as the host of the column, responsible for the composition of the dissertation, guiding the contending of different viewpoints, organizing the design of teaching practice, and commenting on relevant arguments.