（郑州大学 体育学院(校本部)，河南 郑州 450001） 摘 要：对“专业认证”与“学科评估”背景下体育教师教育专业的课程体系改革进行探讨。研究认为“专业认证”与“学科评估”给我国体育教师教育专业改革与发展带来重要机遇。推动体育教师教育专业改革，其中形成对“专业认证”与“学科评估”支撑的动力主要源自课程改革与教学改革，而课程体系改革又是课程教学改革的重要前提。育人是“专业认证”与“学科评估”逻辑结合的支点，实施“专业认证”与“学科评估”，并使实施效果具有较强可持续性，需将体育教育专业课程体系改革作为重要发力点。体育教育专业课程设置不统一且不均衡；主干课程整体质量欠佳导致部分主干课程设置滞后于我国学校体育改革；体育教育专业主干课程科研性不强且实用性弱而致效果差是阻碍“专业认证”与“学科评估”顺利开展、实施的主要问题。解决问题的主要策略包括：准确认识、把握“专业认证”与“学科评估”背景下课程结构重组内涵与价值；有效借鉴国外实践经验，革新体育教师教育专业的主干课程，厘清主干课程的内在逻辑，并借助“专业认证”与“学科评估”来完善主干课程的内在逻辑。
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WANG Tao，ZHAO Zi-jian
（School of Physical Education，Zhengzhou University(main campus)，Zhenghzou 450001，China) Abstract: The authors analyzed and probed into physical education teacher education major curriculum system reform under the background of “professional certification” and “disciplinary evaluation”. The authors concluded that “profes-sional certification” and “disciplinary evaluation” form the important opportunities for physical education teacher edu-cation major reform and development in China. In boosting physical education teacher education major reform, the power to support “professional certification” and “disciplinary evaluation” should mainly come from curriculum reform and teaching reform, while curriculum system reform is the important precondition for curriculum teaching reform. Student cultivation is the pivot of the logic combination of “professional certification” with “disciplinary evaluation”; for implementing “professional certification” and “disciplinary evaluation”, and making the implementation effect fairly sustainable, it is necessary to consider physical education major curriculum reform as an important driving point. Physical education major curriculum setup being not unified and unbalanced, some main course setup falling behind the overall pace of school physical education reform in China as a result of the overall quality of the main courses being not good, physical education major main courses having poor effects caused by not strong scientific research nature and weak practicability, are main problems that hinder the smooth development of “professional certification” and “disci-plinary evaluation”. Main strategies for solving the problems include the followings: accurately understand and grasp the connotations and values of curriculum structure regrouping under the background of “professional certification” and “disciplinary evaluation”; effectively learn from foreign practical experience, renovate physical education teacher edu-cation major’s main courses, clarify the intrinsic logic of the main courses, and perfect the intrinsic logic of the main courses with the help of “professional certification” and “disciplinary evaluation”.
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