<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">ETI</journal-id><journal-title-group><journal-title>Education and Teaching Innovation</journal-title></journal-title-group><issn>2995-4894</issn><eissn>2995-4908</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/ETI.2026020022</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>行动研究视野下体育教师专业化成长的审视与剖析</title><url>https://artdesignp.com/journal/ETI/4/2/10.61369/ETI.2026020022</url><author>王克阳,瞿勤文</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>4</volume><issue>2</issue><history><date date-type="pub"><published-time>2026-02-20</published-time></date></history><abstract>行动研究作为一种强调实践者即研究者的方法论，为体育教师的专业化成长提供极具活力的理论视角与实践路径。运用文献资料和归纳演绎等方法，系统梳理行动研究的理论谱系与核心特征，并深度剖析其与体育教师专业化成长的内在逻辑关联。在社会转型、教育变革与体育强国战略的多重背景下，体育教师的专业成长面临从&amp;ldquo;经验型&amp;rdquo;向&amp;ldquo;研究型&amp;rdquo;转变的迫切需求，而行动研究正是实现这一转变的关键杠杆。研究发现，当前体育教师行动研究存在功利化倾向、孤立化状态、反思浅表化及研究视域窄化等现实困境。为应对这些挑战，结合教育生态理论、实践共同体理论、批判性反思理论以及具身认知理论等，提出系统性的成长策略：构建以校为本的教师研究文化、培育跨学科跨校际的实践共同体、深化基于证据的批判性反思实践以及拓展融合&amp;ldquo;全人教育&amp;rdquo;与&amp;ldquo;健康第一&amp;rdquo;理念的广阔研究视域。</abstract><keywords>行动研究,体育教师,专业化成长,批判性反思,实践共同体</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]Lewin, K.. Action research and minority problems[J].Journal of Social Issues, 1946,2(4):34-46.[2]Kemmis, S., &amp;amp; McTaggart, R.. The action research planner (3rd ed.)[M]. Deakin University Press.1988:20-22.[3]Edwards E , Burns A .Action research to support teachers&amp;rsquo; classroom materials development[J].Innovation in Language Learning &amp;amp; Teaching, 2016:1-15.[4]Kemmis,S..Action research as a practice-based practice.[J].Educational Action Research,2009,17(3):463-474.[5] 郑金洲. 素质教育与教师行动研究[J]. 教育研究与实验，1997，（3）：16-20.[6] 侯晓楠，李培山，刘 辉. 探析1999-2012年以来中国教师行动研究的热点领域&amp;mdash;&amp;mdash;&amp;mdash; 基于1999-2012年CNKI收录文献的关键词共现知识图谱的计量分析[J].吉林省教育学院学报，2014，(6)：69-70.[7]Sch&amp;ouml;n, D. A. . The reflective practitioner: How professionals think in action[M]. Basic Books.1983:110-111.[8]Carr, W., &amp;amp; Kemmis, S.. Becoming critical: Education, knowledge and action research[M]. Falmer Press.1986.[9]Wenger, E.. Communities of practice: Learning, meaning, and identity[M]. Cambridge University Press.1998.[10]Stringer, E. T.. Action research (4th ed.)[M]. Sage Publications.2014.[11]Van Manen, M.. Linking ways of knowing with ways of being practical[J]. Curriculum Inquiry,1977,6(3):205-228.[12]Lave, J., &amp;amp; Wenger, E. . Situated learning: Legitimate peripheral participation[M]. Cambridge University Press.1991.[13]Brookfield, S. D.. Becoming a critically reflective teacher (2nd ed.)[M]. Jossey-Bass.2017:97-98.[14] 季浏. 中国健康体育课程模式的思考与构建[J].北京体育大学学报,2015，38(09)：72-80.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
