A Study on the Reconstruction and Enhancement of the Teaching Competency Framework for Physical Education Majors Under the CIPP Model
DOI:
https://doi.org/10.63313/EH.9051Keywords:
CIPP Model, Physical Education Majors, Teaching Competencies, Evaluation System, Talent DevelopmentAbstract
Objective: Against the backdrop of basic education curriculum reform and the strategy to build China into a sports powerhouse in the new era, this study addresses issues such as unclear objectives, fragmented training processes, and one-dimensional evaluation methods in the development of teaching competencies among physical education majors in higher education institutions. By introducing the CIPP evaluation model, the study aims to systematically reconstruct the teaching competency framework for physical education majors and explore pathways for its enhancement.
Methods: Using the CIPP model as a theoretical framework, this study comprehensively employed literature review, questionnaire surveys, mathematical statistics, expert consultation, interviews, and case studies to investigate and analyze the current status of teaching competencies among physical education majors in Guangdong’s universities and their influencing factors. Taking the physical education program at Zhaoqing University as a typical case, the study constructed and implemented a CIPP-based teaching competency evaluation system and practical implementation plan.
Results: The study found that the overall level of teaching competence among physical education majors is moderate, with significant disparities in competence structure. The formation and development of these competencies are jointly influenced by multiple factors, including the positioning of educational objectives, the allocation of curriculum and practical resources, and the teaching implementation and evaluation processes; The teaching competency evaluation system constructed based on the CIPP model can comprehensively and dynamically reflect the formation process and developmental outcomes of students’ teaching competencies; through clarifying educational objectives, optimizing curriculum and practical conditions, and strengthening formative assessment and feedback mechanisms, Zhaoqing University has preliminarily established a new model for cultivating teaching competencies among physical education majors that is both practical and worthy of broader adoption.
Conclusion: The CIPP model aligns closely with the intrinsic logic of teaching competency development among physical education majors. Applying it to the restructuring and evaluation of teaching competency systems facilitates a shift from a results-oriented approach to one focused on process and development. This provides effective theoretical tools and practical pathways for reforming the cultivation and evaluation of teaching competencies among physical education majors in higher education institutions, holding significant implications for enhancing the quality of physical education teacher training.
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