Teachers'Dilemma in the Practice of Wushu Teaching Reform in Schools and Its Countermeasures:A Study from the Perspective of Bourdieu's Social Practice Theory
To guarantee the successful enactment of Wushu teaching reforms in schools,this study utilizes diverse research techniques,including literature review and interviews.It examines the faculty challenges in Wushu teaching reform from Bourdieu's perspective of social practice and recommends pertinent resolutions.The analysis indicates that teachers'conduct in Wushu teaching reform constitutes a relational structure centered on Wushu facul-ty.Specifically,the"congruent institutional framework within the school context,the faculty's teaching prowess,and their inherent disposition towards Wushu instruction"jointly influence their approach to Wushu teaching reform.However,in the ongoing Wushu teaching reform,there is a dearth of field-specific institutional reinforcement,a so-lidified Wushu teaching predisposition among teachers,and inadequate pedagogical aptitude for engaging in school Wushu reform.This results in a lack of both motivation and capabilitv among teachers to engage in and execute Wushu teaching reform practices,posing a significant impediment to the implementation of Wushu teaching reforms in schools.Solutions:To facilitate the enactment of Wushu teaching reforms in schools,it is imperative to provide teachers with robust institutional reinforcement,refine incentive frameworks,transform ingrained Wushu teaching predispositions,and continually enhance their aptitude for participating in Wushu teaching reforms.This approach will foster a synergistic environment where various aspects support and reinforce each other,thereby effectively ad-dressing the faculty challenges encountered in Wushu teaching reform practices in schools.
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