以人的基本活动技能走、跑、跳、投为表现形式的田径运动，不仅是体育比赛中观 赏性极强的运动之一，还是其他体育运动项目的基础。田径运动所包含的项目之多决定 了其在全运会、亚运会以及奥运会等综合类体育竞赛上的基石地位，正所谓“得田径者 得天下”。 笔者通过对济南第十一届全运会田径项目比赛进行实地调研得知，吉林省代表团在 第十一届全运会田径项目上仅收获了一枚男子 400 米栏的金牌，也是吉林省在本届全运 会田径项目上唯一进入前八名的单项。曾经作为吉林省优势项目的男子 3000 米障碍和 女子马拉松项目在本届全运会上均未有运动员能够崭露头角。可以看出，吉林省竞技田 径运动处于严重下滑趋势，在我国田径领域的地位已处于中下游水平的位置。笔者认为， 目前吉林省田径运动水平低下的最主要因素是吉林省的田径运动后备人才严重匮乏，究 其根源就在于目前吉林省田径后备人才的培养模式。笔者认为,作为竞技体育项目之一 的田径运动也只有回归于校园，才可以培养出更多更优秀的田径后备人才，才能为吉林 省田径运动的可持续和健康发展提供重要保障。本文通过研究吉林省田径运动后备人才 培养的“教体结合”模式，对进一步推动吉林省田径运动后备人才的培养和让田径运动 能够再次在学校得到发展具有重要的现实意义。 研究表明， （1）“教体结合”培养模式不仅能够促进运动员的全面发展，弥补传统培养竞技体 育后备人才单一训练目标的不足，也可以为国家和社会节约大量的资金。 （2）清华大学、北京大学、北京理工大学等几所高校是我国出台鼓励高校办高水 平运动队的政策以来，“教体结合”培养模式取得的显著成果。 （3）在举国体制的影响下，“三级训练网”培养模式是目前吉林省培养田径后备人 才的主要模式，“教体结合”培养模式是目前我省培养田径后备人才的一个辅助形式。 （4）社会的发展、学校的发展以及个人的发展需要对竞技体育提出了更高的要求， 竞技体育回归教育、回归校园成为一种必然。 关键词，教体结合；田径后备人才；各级体校；高校高水平运动队II Abstract The basic activities with people walk run jumpers for skills manifestation of athletics sports game is not only one of the sports that appreciation is extremely strong, or other sports foundation. Athletics contained in the project of the Asian games decided in sports contest and the Olympic Games the cornerstone of comprehensive on position, is the so-called too athletics person the world. The author of the 11th national games of jinan athletics game that practical research in the 11th national delegation of jilin province on the track and field events only reap a medal of men's 400m hurdles gold medal in jilin province, is also the only track and field events the national games into the top eight single. Once as the man advantage items of jilin province 3000m obstacles and women's marathon project in the national games were not athletes to up-and-coming can see, jilin competitive athletics in serious decline, in our country the position of domain of track and field already at the position of middle level. The author thinks the current low level of jilin province athletics is the most important factor of jilin province's track and field sports reserve talented person seriously scarce, investigate its origin lies in jilin province of track and field reserve personnel present training mode. The author thinks that, as athletic project's athletics also only one back on the campus, can produce more and more excellent athletic backup talents, to the track and field sports for jilin sustainable and healthy development to provide important guarantee. This article through studies jilin athletics reserve personnel training mode of combination to further promote jilin athletics sports reserve talented person cultivation and let athletics can again in schools get development has the important practical significance. research shows: (1) combination of training mode can not only promote the all-round development of athletes, remedy traditional training athletic sports reserve talented person single training target insufficiency, also can for the state and society to save a lot of money. (2) of Peking University, tsinghua university, Beijing university of technology in China is such a few universities do encourage universities on policy of high level sport teams since, combination of training mode remarkable achievements. (3) under the influence of the system, level 3 training nets training mode is currently the reserve talents cultivation of jilin province the main mode of track and field training mode, combination of province is currently one of the track and field backup talents liangyoupeijiu auxiliary form. (4) the development of society and the development of the school needs to personal development competitive sports put forward higher request, athletic sports regression education back to school has become a necessity.III Keywords:combination; Athletics backup talents; Schools at all levels; High level sports teams managedIV 目 录 摘要.............................................................................................................................................I 英文摘要................................................................................................................................... II 1 引 言................................................................................................................................. 1 1.1 问题的提出 ...................................................................................................................... 1 1.2 国内外研究现状 .............................................................................................................. 1 1.2.1 国外研究现状............................................................................................................ 1 1.2.2 国内研究现状................................................................................................................................. 2 1.3 研究意义.......................................................................................................................... 3 1.4 相关概念界定 .................................................................................................................. 3 1.4.1 田径运动后备人才.................................................................................................... 3 1.4.2“教体结合”模式..................................................................................................... 3 2 研究对象及方法..................................................................................................................... 4 2.1 研究对象 .......................................................................................................................... 4 2.2 研究方法 .......................................................................................................................... 4 2.2.1 文献资料法................................................................................................................ 4 2.2.2 实地考察法................................................................................................................ 4 2.2.3 专家访谈法................................................................................................................ 4 2.2.4 问卷调查法................................................................................................................ 4 2.2.5 数理统计法................................................................................................................ 5 2.2.6 逻辑分析法................................................................................................................ 5 3 结果与分析............................................................................................................................. 6 3.1 对“教体结合”模式的认识 .......................................................................................... 6 3.1.1“教体结合”模式的产生和发展............................................................................. 6 3.1.2“教体结合”模式的内涵及价值............................................................................. 7 3.2“教体结合”模式在我国的实施情况以及取得的成果分析....................................... 8 3.2.1 清华大学.................................................