体育师范生科普能力培养：内在价值、现实困境与实践路径

Cultivating Science Popularization Competence in Physical Education Teacher Trainees: Intrinsic Value, Practical Challenges, and Implementation Pathways

摘要: 《中共中央 国务院关于弘扬教育家精神加强新时代高素质专业化教师队伍建设的意见》提出的“师范院校普遍建立数学、科技、工程类教育中心，加强师范生科技史教育，提高科普传播能力。”为体育师范生体育科普能力培养提供了鲜明的政策导向。本文基于健康中国、体育强国与教育强国建设的时代背景，认为体育师范生科普能力培养具有加强高质量体育教师队伍建设和提升全民科学素养双重价值，从个人、社会、国家、文明与世界五个维度论证了体育科普的时代价值，厘清了“体育师范生科普能力”作为融合学科专业、转化叙事、数字素养、组织实践、科学伦理与文化诠释等六个维度的综合性实践能力，并进一步区分了该能力在“学校场域”与“社会场域”中的不同表现形式。同时深入分析了当前高校体育师范生科普能力培养体系存在的理念认知偏差、课程体系缺失、实践平台不足、文化涵养薄弱、评价激励失效等现实困境。实践的具体路径包括：通过重构课程体系，深化专业课程科普化改造、融入思政元素与增设专门课程模块；通过搭建实践平台，依托社团组织，充分利用现有新媒体平台(如微信公众号、抖音、微博)开展低成本图文科普创作，以数字技术赋能与志愿服务强化实践转化；强化美育浸润，提升审美素养，培养师范生学科审美素养，实现体育科普知识逻辑与审美逻辑的统一，涵养教师美德和完善人格。通过激发内生动力与完善制度保障，发挥榜样示范、优化资源支持并改革评价激励机制。

Abstract: The “Opinions of the Central Committee of the Communist Party of China and the State Council on Promoting the Spirit of Educators and Strengthening the Construction of a High-Quality and Professional Teaching Workforce in the New Era” propose that teacher-training institutions should widely establish education centers for mathematics, science, and engineering, enhance the education in the history of science and technology for teacher trainees, and improve their science popularization and communication abilities. This provides clear policy guidance for cultivating science popularization competence in physical education teacher trainees. Grounded in the national context of building a Healthy China, a leading sports nation, and a strong education nation, this paper argues that fostering such competence possesses dual value: strengthening the development of a high-quality physical education teaching force and enhancing the scientific literacy of the public. The contemporary significance of sports science popularization is expounded from five dimensions: individual, social, national, civilizational, and global. The study clarifies “science popularization competence of physical education teacher trainees” as a comprehensive practical ability integrating six dimensions: disciplinary expertise, narrative transformation, digital literacy, organizational practice, scientific ethics, and cultural interpretation. It further distinguishes the manifestations of this competence within “school settings” and “societal settings”. The paper also analyzes existing challenges in the current cultivation system in higher education, including conceptual biases, gaps in the curriculum, insufficient practical platforms, weak cultural grounding, and ineffective evaluation and incentive mechanisms. Proposed implementation pathways include: restructuring the curriculum system by enhancing the popularization of professional courses, integrating ideological and political elements, and adding specialized course modules; building practical platforms through student organizations, leveraging existing new media platforms (e.g., WeChat public accounts, Douyin, Weibo) for low-cost graphic and textual science popularization, empowering practice with digital technologies and volunteer services; strengthening aesthetic education to improve aesthetic literacy, cultivate teacher trainees’ disciplinary aesthetic sensibility, achieve unity between the logical and aesthetic dimensions of sports science popularization, and nurture teacher virtues and well-rounded character. Finally, it suggests stimulating intrinsic motivation and improving institutional guarantees by leveraging role models, optimizing resource support, and reforming evaluation and incentive mechanisms.