黄烈鹏1，李玲2，吴丹平3，张晓林4，陈秋珠1
(1.陕西师范大学 教育学部，陕西 西安 710062；2.成都市金牛区教育科学研究院，四川 成都 610036；3.陕西师范大学 教育发展学院，陕西 西安 710062；4.四川师范大学 体育学院 四川 成都 610101)
摘 要：义务教育《体育与健康课程标准》日常修订版(2022年版，2025年修订)将“大单元教学”确立为落实核心素养的关键路径，其有效转化与实践取决于体育教师是否具备相应的大单元教学能力结构。采用扎根理论并通过三轮编码，构建体育教师大单元教学能力结构体系。结果表明：核心素养视域下体育教师大单元教学能力结构是以“理念价值内化力”为导向、以“结构化设计能力”为架构、以“情境化实施能力”为执行、以“一体化评价能力”为调控、以“反思创新能力”为动力的5个维度，并形成22个范畴、75条概念和252条语句。该结构以完整体系全面描述体育教师大单元教学能力的核心要素与内在逻辑关联，为体育教师能力提升提供理论依据。
关 键 词：学校体育；体育教师；大单元教学；教学能力；结构化设计能力；扎根理论
中图分类号：G807 文献标志码：A 文章编号：1006-7116(2026)05-0121-11
A study on the large-unit teaching competence structure of physical education teachers from the perspective of core literacy
HUANG Liepeng1，LI Ling2，WU Danping3，ZHANG Xiaolin4，CHEN Qiuzhu1
(1.Faculty of Education，Shaanxi Normal University，Xi’an 710062，China；2.Jinniu District Institute of Education Sciences，Chengdu 610036，China；3.College of Education Development，Shaanxi Normal University，Xi’an 710062，China；4.School of Physical Education，Sichuan Normal University，Chengdu 610101，China)
Abstract: The Compulsory Education Physical Education and Health Curriculum Standards (2022 edition, revised in 2025) establishes the “large-unit teaching” as the key pathway for implementing core literacy, and its effective transformation and practice mainly depend on whether physical education teachers possess the corresponding large-unit teaching competence structure. Using the grounded theory and three-round coding, this study constructs a structural system of physical education teachers’ large-unit teaching competence. The results show that from the perspective of core literacy, the large-unit teaching competence structure of physical education teachers comprises five dimensions such as “internalization of concept and value” as the orientation, “structured design ability” as the framework, “contextualized implementation ability” as the execution, “integrated evaluation ability” as the regulation, and “reflective and innovative ability” as the driving force, which also encompass 22 categories, 75 concepts and 252 statements. By the complete system, this structure comprehensively describes the core elements and internal logical relationships of physical education teachers’ large-unit teaching competence, providing a theoretical basis for competence improvement among physical education teachers.
Keywords: school physical education；physical education teacher；large-unit teaching；teaching competence；structural design ability；the grounded theory