International Journal of Education

This study employs bibliometric analysis, discourse analysis, and logical reasoning to systematically examine the historical evolution of school physical education curriculum discourse in China since the Reform and Opening-up. The research reveals that its discursive development exhibits three essential characteristics: era integration, positive fluidity, and reverse constructiveness. Within the practical context, deep-seated contradictions persist, including the erosion of subjectivity due to teaching standardization, cultural dependence stemming from the decline of local theories, efficacy dilemmas caused by the theory-practice disconnect, and imbalances in teacher-student discourse power structures. The study proposes constructing a school physical education curriculum discourse system with Chinese characteristics through dialectical unity of standardization and personalization, bidirectional adaptation of localization and internationalization, organic coupling of theoretical depth and practical relevance, and collaborative reconstruction of teacher leadership and student agency. This framework aims to provide theoretical reference for the high-quality development of school physical education in the new era.

School physical education; Curriculum discourse; Discourse evolution; Localized construction; Educational modernization