襄阳职业技术学院学报

研究从教育本体论、社会公平论、知识生成论维度解析竞赛的价值意蕴，探讨以赛促教在促进人的完整性发展、实现教育机会公平、激发知识创新等方面的应有价值。通过批判性审思，指出当前以赛促教实践呈现标签化异化、教育节奏错配、师生主体性消解、能力培养偏离等困境。基于此，从价值理念重建、竞赛教学节奏优化、师生主体性激发、学生综合素养整合、赛教内容有机贯通五个维度提出系统性突破路径，旨在推动以赛促教从工具本位向育人本位、从功利追求向价值追寻的转型。

This study examines the value implications of competition-driven teaching from three dimensions: educational ontology, social equity theory, and knowledge generation theory, exploring its potential in promoting holistic human development, ensuring educational equity, and fostering knowledge innovation.Through critical reflection, the study identifies current challenges including symbolic alienation, temporal misalignment, erosion of teacher-student agency, and deviation in competency cultivation. Based on these findings, the study proposes systematic breakthrough pathways across five dimensions: reconstructing value concepts, optimizing competition-teaching rhythms, activating teacher-student agency, integrating comprehensive student competencies, and organically integrating competition and teaching content. The aim is to transform competition-driven teaching from an instrumental to an educational paradigm, shifting from utilitarian pursuits to value-oriented practices.