The Construction and Practice of Practical Teaching System for Physical Education Majors in Local Normal Universities under the Background of University Transformation

Abstract

Under the dual drivers of connotative development in higher education and the construction of the "New Teacher Education" initiative, the transformation and development of local normal universities are urgent, with the core being the reform and innovation of talent cultivation models. As an important component of teacher education majors, the quality of talent cultivation in physical education majors is directly related to the construction level of the physical education teaching force in basic education. Currently, the practical teaching system for physical education majors in local normal universities generally suffers from issues such as fragmented arrangement of components, disconnection between content and needs, a single evaluation mechanism, and superficial collaborative education, which severely restricts the effective enhancement of teacher candidates' practical teaching abilities. Guided by problem-oriented analysis, this study systematically examines current practical dilemmas and, based on exploratory practices, constructs an "One Center, Two Main Lines, Three Entities, Four Stages" comprehensive practical teaching system with integrated on- and off-campus linkage. This system adheres to a focus on cultivating teacher candidates' practical teaching abilities, connects professional teaching and social practice as two main lines, integrates the forces of universities, local governments, and practical training bases, and advances progressively through the stages of "Educational Observation-Educational Probation-Educational Internship-Educational Research." Practice has shown that this system contributes to achieving full-process coverage, multi-entity collaboration, and competency-oriented evaluation in practical teaching. It significantly enhances the adaptability of talent cultivation for physical education majors and improves teacher candidates' professional competence, providing a replicable paradigm for practical teaching reforms in similar institutions.