张云1，刘海元2
(1.首都师范大学 体育健康系，北京 100048；2.首都体育学院，北京 100091)
摘 要：《体育与健康课程标准》(2022年版)的颁布实施，标志着我国基础教育体育与健康课程改革迈入核心素养导向的深化转型阶段。为考察体育教师对课程标准的知行现状，本研究构建了“认同—理解—实践”分析框架，以全国5 860名中小学体育教师的调查数据为样本，系统分析了体育教师落实课程标准过程中的知行困境及生成机理。研究表明：体育教师普遍面临“高认同、浅理解、难实践”的知行困境，对课程标准文本高度认同，但概念内化明显不足，最终在实践环节形成显著的知行落差。体育教师的教学行为转化受课标理念、课程能力、专业图式、城乡资源、教师角色、评价体系等多重要素的共同制约。立足协同治理理论视角，从优化政策属性、创新传播模式、坚定教师信念、精准公平干预4个层面，提出系统性优化策略，以期弥合体育教师的知行落差，为推动课程标准的落地见效提供理论依据与实践参考。
关 键 词：《体育与健康课程标准》(2022年版)；核心素养；体育教师；知行落差；协同治理
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2026)04-0104-11
From cognition to practice: Dilemma in knowledge and practice, generative mechanism and alleviation path for physical education teachers implementing
the Curriculum Standards of Physical Education and Health
——Based on a national survey of 5 860 physical education teachers
ZHANG Yun1，LIU Haiyuan2
(1.Department of Sport and Health，Capital Normal University，Beijing 100048，China；2.Capital University of Physical Education and Sports，Beijing 100091，China)
Abstract: The promulgation and implementation of the Curriculum Standards of Physical Education and Health (2022 edition) marks that the reform of physical education and health courses of basic education in China has entered a deepening stage oriented towards core literacy. In order to examine its practical situation to physical education teachers about the 2022 Edition Curriculum Standards, this paper has constructed a analytical framework of “identification-understanding–practice”, and also surveyed 5,860 physical education teachers of primary and secondary school across the country as the sample data, then systematically elucidate the dilemma of knowledge and practice and generative mechanism in performing curriculum standards for physical education teachers. The study holds that physical education teachers generally encounter a dilemma of “high recognition, shallow understanding, and difficulty practice”, namely their recognition of the text with the 2022 Edition Curriculum Standards is strong, yet the absorption of its concepts is markedly weak, which creates a considerable gap in knowledge and practice in the course of their practice. The teaching behavior transformation for physical education teachers will be jointly restricted by multiple factors including concept of curriculum standards, course ability, professional schema, urban and rural resources, teacher role, and evaluation system. In the light of the theoretical perspective of collaborative governance,this study proposes the systematical improvement strategy from four layer of improving policy attribute, innovating communication model, solidifying teachers’ belief, and precise and fair intervention, so as to make up for the gap in knowledge and practice for physical education teachers, and also to provide theoretical bases and practicable references to promote the implementation for the 2022 Edition Curriculum Standards.
Keywords: Curriculum Standards of Physical Education and Health (2022 Edition)；core literacy；physical education teachers；gaps in knowledge and practice；collaborative governance