Current Situation and Innovation of the Practical Teaching System in Physical Education Majors at Local Normal Universities

2026-06-23T09:46:32+08:00

Practical teaching stands as a central concern in the accreditation of teacher education programs and is vital for cultivating application-oriented professionals in Physical Education. In response to the heightened demands of basic education in the new era for comprehensively competent physical education teachers, the traditional practical teaching systems in local normal universities have revealed several structural deficiencies. This paper systematically examines the practical challenges faced by Physical Education programs in local normal universities across two dimensions: system construction and teaching implementation. It identifies prominent issues such as a fragmented system, disjointed content, weak support mechanisms, simplistic evaluation, alongside formalistic implementation, inadequate guidance, and insufficient collaboration. To address these constraints, this study innovatively proposes and elaborates a comprehensive, university-community linked practical teaching system characterized by “One Center, Two Main Threads, Three Entities, and Four Stages”. Centered on the “comprehensive enhancement of teacher candidates’ practical abilities and professional competence”, the system integrates two main threads—“Physical Education teaching skills” and “educational management and innovation”—and relies on the collaborative efforts of three entities: universities, government, and schools (U-G-S). It progresses sequentially through four stages: “Perception and Identification, Foundation and Simulation, Integration and Deepening, and Reflection and Sublimation”. The aim is to construct an integrated framework characterized by unified objectives, coherent content, continuous processes, and collaborative engagement. Finally, the paper proposes implementation safeguard strategies for this system from four aspects: mechanisms, personnel, platforms, and evaluation, with the goal of providing theoretical insights and a practical blueprint for promoting the connotative development of Physical Education programs in local normal universities and enhancing the quality of talent cultivation.

An Examination of the Connotation of Graduation Requirements for Physical Education Majors in Regular Universities

2026-01-24T19:48:08+08:00

This study focuses on the graduation requirements for physical education majors in higher education institutions and systematically investigates the essential competence structure that graduates should possess by employing a range of research methods, including logical analysis, questionnaire surveys, and case studies. The findings indicate that teacher ethics standards are considered the most critical criterion and should be maintained throughout a teacher’s professional career. Dimensions such as educational commitment, subject-matter proficiency, teaching competence, classroom management, holistic educational capacity, and self-reflective practice collectively form an integrated framework of graduation requirements. However, the study reveals that classroom management competence receives relatively less emphasis in current perceptions. Taking volleyball courses as an example, while they significantly support teaching competence, subject literacy, and communication and collaboration skills, their contribution to classroom management is comparatively limited. This suggests variability in the extent to which different courses support specific graduation requirement indicators. Therefore, the study concludes that the implementation of graduation requirements should be aligned with the unique characteristics of individual courses to enable targeted and effective competency development.

Global Sport Science

Current Situation and Innovation of the Practical Teaching System in Physical Education Majors at Local Normal Universities

An Examination of the Connotation of Graduation Requirements for Physical Education Majors in Regular Universities