学科融合视域下我国体育教育与心理健康交叉研究图景、热点演进及实践路径

摘要

体教融合政策持续推进背景下，推动心理健康教育与体育学科深度融合，是落实“健康第一”教育理念、培育青少年健全人格的核心抓手。本文以CNKI数据库2018—2026年3062篇相关文献为样本，运用文献计量法与CiteSpace 6.4.R1可视化软件，构建作者、科研机构、关键词三重知识图谱，多维解析该领域文献时序分布、科研合作格局与热点演化脉络。研究表明2018—2026年领域发文总量持续稳步增长；科研主体合作网络松散，未形成稳定跨学科高产研究共同体；研究力量集中于专业体育院校，跨区域、理论与实践机构协同研究供给不足；当前热点集中于中小学跨学科教学、体教融合落地、学生健康行为培育、分学段课程融合设计。现有研究存在学科融合流于表层、标准化实证干预稀缺、跨学科协同机制缺失、融合教学路径同质化四大短板。未来需打通体育学与心理学研究壁垒，搭建跨机构联合科研平台，深耕基础教育体育课堂融合实践，开发本土化分层教学干预方案，充分释放体育“育体+育心”一体化育人价值。

Abstract

Against the backdrop of the continuous advancement of the sports‑education integration policy, promoting the in‑depth integration of mental‑health education and physical education serves as a core measure to implement the "health‑first" educational philosophy and foster adolescents’ sound personality. Taking 3062 relevant papers from the CNKI database spanning 2018 to 2026 as research samples, this paper adopts bibliometrics and CiteSpace 6.4.R1 visualization software to construct three‑dimensional knowledge maps of authors, research institutions and keywords. It multidimensionally analyzes the temporal distribution of publications, scientific‑research cooperation patterns and hot‑topic evolution in this field. The results show that the total number of publications keeps growing steadily from 2018 to 2026. The cooperation network among research entities is fragmented, and a stable interdisciplinary high‑output research community has not been established. Research strengths are mainly concentrated in professional sports colleges, while cross‑regional and theory‑practice collaborative research is insufficient. Current research hotspots focus on interdisciplinary teaching in primary and secondary schools, implementation of sports‑education integration, cultivation of students’ healthy behaviors, and segmented curriculum integration design. Four major deficiencies are identified in existing studies: superficial discipline integration, lack of standardized empirical interventions, absence of interdisciplinary coordination mechanisms, and homogenization of practical teaching paths. Future research should break the disciplinary barriers between physical education and psychology, build cross‑institutional scientific‑research platforms, deepen integrated teaching practice in basic‑education physical‑education classrooms, and develop localized hierarchical teaching intervention schemes, so as to give full play to the integrated educational value of physical education for both physical and mental development.

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