应然·惑然·实然:跨学科主题学习背景下体育教师教育能力提升研究

Ought-to-Be,Perplexity,and Reality:A Study on the Enhancement of Physical Education Teachers’Educational Competence in the Context of Interdisciplinary Theme-Based Learning

本文采用文献资料法、逻辑分析法等研究方法,基于《义务教育体育与健康课程标准(2022年版)》跨学科主题学习的内容要求,分析了体育教师应具备的基础教育能力和核心教育能力,剖析了体育教师教育能力之于跨学科主题学习的现实困惑,探究了跨学科主题学习下体育教师教育能力的提升策略。研究发现:当前体育教师单一、陈旧的知识结构限制了体育课程改革的推进,学习、创新动力不足制约了跨学科主题学习的落实,问题、研究意识不强导致了教育能力发展受限。据此,建议从建设可供参考的跨学科主题学习案例库、增强体育教师跨学科主题教学的基础素养、完善体育教师跨学科教育能力提升的条件机制等3个方面提高体育教师教育能力。

Using literature research method and logical analysis,this study examines the content requirements of interdisciplinary theme-based learning based on thePhysical Education and Health Curriculum Standards for Compulsory Education(2022 Edition).It analyzes the fundamental and core educational competencies that physical education(PE)teachers should possess,identifies the practical challenges related to PE teachers'educational competence in interdisciplinary theme-based learning,and explores strategies for enhancing these competencies.The study reveals that the current narrow and outdated knowledge structure of PE teachers hampers the progress of curriculum reform,while a lack of motivation for learning and innovation limits the implementation of interdisciplinary theme-based learning.Moreover,insufficient awareness of problem-solving and research restricts the development of educational competencies.In response,the study recommends improving PE teachers'educational competencies through three key strategies:establishing a referenceable case library for interdisciplinary theme-based learning,strengthening PE teachers'foundational interdisciplinary teaching skills,and improving the conditions and mechanisms for enhancing their interdisciplinary educational competence.