高校体育教师教学胜任力重构：理论逻辑与实践进路

Reconstructing Teaching Competence of University Physical Education Teachers: Theoretical Logic and Practical Approach

摘要: 随着高等教育高质量发展和教育数字化转型不断深入，高校体育教师教学胜任力面临新的发展要求。传统以专项运动技能和经验教学为核心的能力结构已难以适应新时代体育教育改革需求。基于胜任力理论、教师专业发展理论、技术教学内容知识(TPACK)理论以及教育生态理论，通过文献分析与逻辑推演，对高校体育教师教学胜任力重构的现实挑战、理论逻辑与实践路径进行系统探讨。研究发现：当前高校体育教师教学胜任力发展面临能力结构失衡、数字素养不足、专业发展动力弱化以及协同支持机制缺失等现实问题。基于此，构建“价值认同–能力重塑–数字赋能–生态协同”四维协同重构模型，提出分阶段推进教学胜任力发展的实践路径。研究认为，高校体育教师教学胜任力重构不仅是专业能力提升过程，更是教师专业认同、数字能力与教育生态协同发展的系统变革过程。

Abstract: With the high-quality development of higher education and the deepening of educational digital transformation, the teaching competence of university physical education teachers faces new developmental demands. The traditional competency structure centered on specialized sports skills and experiential teaching can no longer meet the requirements of physical education reform in the new era. Based on competency theory, teacher professional development theory, Technological Pedagogical Content Knowledge (TPACK) theory, and educational ecology theory, this study systematically explores the practical challenges, theoretical logic, and implementation pathways for the reconstruction of university physical education teachers’ teaching competence through literature analysis and logical deduction. The findings reveal that current developments in teaching competence for university physical education teachers encounter practical issues such as imbalanced competency structures, insufficient digital literacy, weakened professional development motivation, and the absence of collaborative support mechanisms. Accordingly, a four-dimensional collaborative reconstruction model—“value alignment, competency reshaping, digital empowerment, ecological synergy”—is proposed, along with phased implementation pathways for advancing teaching competence development. The study argues that the reconstruction of university physical education teachers’ teaching competence is not merely a process of professional skill enhancement but also a systematic transformation involving the coordinated development of professional identity, digital capabilities, and educational ecology.