刘光同，贾俊杰，刘献国
(河南师范大学 体育学院，河南 新乡 453007)
摘 要：加强教师教学研究，引领教学实践革新，是建设高质量教育的迫切要求，也是实现体育强国的必由之路。通过分析大中小学体育教师教研共同体的核心要义与现实需求，以专业学习共同体理论和共生理论为基点，提出“纵向共建贯通、横向共享协同、生态共生赋能”三位一体教研共同体模式。纵向维度：通过主体协作、目标衔接与效能评估，建立大中小学体育教学目标整合与常态化教研联动机制，促进高校理论引领与中小学体育实践创新的互嵌共生。横向维度：依托核心驱动、动态联盟与技术赋能，构建跨区域体育教育资源共享平台，缩小城乡教育差距。生态维度：以问题驱动、研学一体与反馈迭代为核心，形成“实践—评价—改进—研究—再实践”的闭环系统，推动体育教研成果向教学实践转化。
关 键 词：学校体育；体育教师；教研共同体；专业学习共同体理论；共生理论
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2025)05-0097-07
Theoretical essentials, actual demands and model construction for teaching and research community of physical education teachers across universities,
secondary and primary schools
LIU Guangtong，JIA Junjie，LIU Xianguo
(College of Physical Education，Henan Normal University，Xinxiang 453007，China)
Abstract: Enhancing teachers’ teaching research and leading the innovation of teaching practices will be an urgent requirement for building high-quality education, and also an essential pathway to realizing a leading sporting nation. By analyzing the core essentials and actual demands of a teaching and research community for physical education teachers spanning universities, secondary and primary schools, and grounded in professional learning community theory and symbiosis theory, this paper proposes a tripartite teaching and research community model characterized by “vertical co-construction and articulation, horizontal sharing and collaboration, and ecological symbiosis and empowerment.” Vertical dimension: through subject collaboration, goal articulation, and efficacy evaluation, this dimension establishes integrated physical education teaching objectives across educational levels and a normalized teaching-research linkage mechanism, which fosters the“inter-embedded symbiosis” of theoretical guidance from higher education institutions and practical innovation within secondary and primary school physical education. Horizontal dimension: relying on core drivers, dynamic alliance, and technological empowerment, this dimension constructs a cross-regional platform for sharing physical education resources, which aims to narrow the urban-rural education gap. Ecological dimension: centered on problem-driven, integrating research with learning, and iterative feedback, this dimension forms a closed-loop system of “practice-evaluation-improvement-research-re-practice”, which drives the translation of physical education teaching-research outcomes into teaching practices.
Keywords: school physical education；physical education teachers；teaching and research community；professional learning community theory；symbiosis theory