剖析武术课堂中长期存在“喜武不武”现象的深层次原因，解决长期困扰学界的学校武术教育发展的困境。运用文献研究法、现场调查法、专家访谈法等方法，分析当前武术课堂中“喜武不武”现象的核心原因。研究认为，课程标准化教学模式与学习者对武术的理想化认知之间存在显著落差，即武术本身的文化魅力与技击价值未通过课堂设计转化为学生的峰值体验；武术课堂中对转变事件、里程碑事件和低谷事件等三维节点的设计缺失，影响学生的课堂峰值体验。从行为设计学视角提出了打造武术课堂峰值体验的设计策略：武术课堂感官唤醒的欣喜时刻设计；武术课堂自我效能提升的荣耀时刻设计；武术课堂心理韧性增强的认知时刻设计；武术课堂群体认同构建的连接时刻设计。

To analyze the deep-seated reasons for the long-standing phenomenon of “like Wushu but don’t like taking Wushu classes”in Wushu classrooms, and to solve the dilemma of the development of school Wushu education that has long plagued the academic community. Through research methods such as literature review, on-site investigation, and expert interviews, this study analyzes that the core reason for the phenomenon of “like Wushu but don’t like taking Wushu classes” in current Wushu classrooms is the significant gap between the standardized teaching mode of the curriculum and learners’idealized cognition of Wushu. That is, the cultural charm and combat value of Wushu itself have not been transformed into students’peak experience through classroom design. It is found that the mechanism that affects the generation of peak experience in the classroom is due to the lack of design for three-dimensional nodes such as transformation events, milestone events, and valley events in Wushu classrooms. Therefore, from the perspective of behavioral design, design strategies for creating peak experiences in Wushu classrooms are proposed: design strategies for joyful moments of sensory awakening in Wushu classrooms; design strategies for glory moments to enhance self-efficacy in Wushu classrooms; cognitive moment design strategies for enhancing psychological resilience in Wushu classrooms; design strategies for connecting moments in the construction of group identity in Wushu classrooms.