天津体育学院学报

针对儿童青少年“四小”健康问题既有研究存在的归因碎片化、对策孤立化等问题，提出“体教互构”分析框架，从本体之体、身体之体和体育之体三重维度重释教育、身体与体育的应然关系。“四小”问题实质上是三者互构关系失灵产生的整体性问题，其生成机理源于教育目标离身化与应试化的价值迷失、教育对身体单向规训的实践异化，以及学校体育作为解决方案的路径缺位。为此，破解该困局亟须转向系统治理，即学校体育应基于体教互构范式，通过价值重塑、时空释放、过程重构、师资赋能和协同共治五维策略展开系统性变革。此举旨在推动学校体育从教育边缘走向中心，真正发挥其促进学生全面发展的关键作用，从而为深化体教融合、落实“健康第一”教育理念提供新的理论视角和实践路径。

Aiming at the limitations of fragmented attribution and isolated countermeasures in existing research on the “Four Minor” health issues （“little glasses”“little chubby”“little bean sprout”,and “little anxiety”） among children and adolescents,this study proposed an analytical framework of “Body-Education Mutual Construction”. It reinterprets the ought-to-be relationship among education,the body,and physical education from three dimensions:the “ontological body,” the “physical body”,and the “body in physical education”. The study contends that the “Four Minor” issues are essentially holistic symptoms resulting from the failure of the mutual construction relationship among the three dimensions. Their generative mechanisms stem from the value disorientation of disembodied and exam-oriented educational goals,the practical alienation of education's unilateral discipline over the body,and the path absence of school physical education failing as an effective solution. Therefore,breaking this dilemma urgently requires a shift toward systemic governance. Based on the mutual construction paradigm,school physical education should undergo systemic reform through five-dimensional strategies:value reshaping,spatiotemporal liberation,process reconstruction,teacher empowerment,and collaborative governance. This aims to propel school physical education from the educational periphery to the center,truly exerting its crucial role in promoting students' comprehensive development,thereby providing a new theoretical perspective and practical pathway for deepening the integration of sports and education and implementing the “health first” philosophy.