The implications, value, and paths on the development of practical knowledge for physical education teachers under the basic education curriculum reform CHEN Huiying，XIE Yuhan
(School of Physical Education，Yangzhou University，Yangzhou 225127，China)
Abstract:Physical education teachers have been the key force and important guarantee forChina's basic education curriculum reform in physical education. Faced with the reform of physical education and health curriculum, the promotion of professional development paths for physical education teachers has the following limitations such as decontextualization, standardization, and technological rationalization, but the development of physical education teachers’ practical knowledge contributes to the emergence of their subjectivity, and also represents a new path of the professional development for them. From the perspective of “dislocation-contrast-imbalance”, this article examines the connotation on the development of practical knowledge for physical education teachers in the reform of physical education curriculum, and interprets the value of the development of practical knowledge for physical education teachers based on self-expression, caring for others, and responding to standards, and then proposing the path of practical knowledge development for physical education teachers, including capturing in context to and narrate practical knowledge for physical education teachers, emerging in action to apply practical knowledge for physical education teachers, reconstructing in reflection to update practical knowledge for physical education teachers, and continuing in interaction to inherit practical knowledge for physical education teachers.
Keywords: school physical education；physical education teachers；physical education and health curriculum reform；practical knowledge；professional development