中图分类号：G807 文献标识码：A 文章编号：1006-2076（2025）03-0079-09

Abstract：Under thestrategicbackgroundoftheintegrationofurbanandrural education，thehigh-qualityand balanced development of rural physical education teachers faces multi-dimensional practical challnges.This study uses methods such as literature review and logical analysis to systematically discuss the practical chalenges， underlying logicandrelief paths for the high-qualityand balanceddevelopmentofrural physical education teachers in China.The research finds that thereare significant diferences inthe allocationof physical education teacherresources between urban and rural areas at present：The differences in talent selection mechanisms caused by urban centrism lead to an imbalance in education between urban and rural areas；The deep-roted traditional concepts and the interwoven contradictions of \"Offrural area\"and\"For rural area\"have further widened the gap of rural physical educationteachers；Thechronic problem of emphasizing inteligence over physical fitnesshas long existed，which has led tothe gradual disappearance of traditional sports culture and local knowledge content；The coexistence of the situation where teachers are \"easyto leave but hard to retain\"and the situation where students are\"crowded in cities but empty invillages\"hasexacerbatedtheintensificationof educational competition.Toaddress thevarious challengesfaced byrural physical education teachers in theirdevelopment，basedon theunderlying logicatthe three levels of thegovernment，teachers and practice，the folowing relief pathsare proposed：Draw on the\"regular mobility system\"to fillthe gapof rural physical education teachers and promotethe balanced alocationof educational resources in urban and rural areas；Reverse the contradiction of \"Offrural area\"and\"For ruralarea\"，and provide solid supportfor thestabilityof therural physical education teacher team by balancing thealocationof staffing resources and improving the legal guaranteesystem；Cultivatea symbioticand mutually beneficial relationship， activate the multi-roleempowerment of teachers，and jointly promote theconstruction of thesoft powerof curriculum culture； Shape a new pattern of thinking in rural education， allviate the problem of educational over ⋅- competition， and form an ecosystem of diversified and coordinated development in education.

KeyWords：rural physical education teachers；integration of urbanand rural education；high-qualityand balanced development；educational equity；educational resources；school physical education

党的二十大报告中提出“加快义务教育优质均衡发展和城乡一体化，优化区域教育资源配置”的要求[1]，凸显了城乡一体化和优化区域教育资源配置对于促进整个社会均衡发展和教育公平的关键性作用。城乡教育一体化的前提是必须发展乡村教育[2]，乡村教育是乡村社会的重要组成部分，乡村教师则是乡村教育的主体，直接影响乡村教育的质量和水平[3]。在硬件资源相对匮乏的情况下，教师在一定程度上可以弥补硬件配置的不足[4]。因此，城乡一体化背景下，研究乡村体育教师优质均衡发展，能促进城乡体育资源、人才等要素的良性互动，有利于破解长期以来乡村体育发展内生动能不足的困境[5]。2025年1月，中共中央、国务院印发的《教育强国建设规划纲要（2024—2035年）》明确提出“推动义务教育优质均衡发展和城乡一体化\"“逐步缩小城乡、区域、校际、群体差距”[6]为乡村教育发展提供了明确的方向和政策支持。乡村体育教师作为乡村教育的重要力量，其优质均衡发展不仅是乡村教育振兴的关键，也是实现教育强国目标的重要保障。因此，深入研究乡村体育教师的现实挑战与发展路径，探索如何为其提供更好的发展支持和指导，以适应新时代乡村教育需求，显得尤为重要。

1城乡教育一体化背景下我国乡村体育教师优质均衡发展的现实挑战

1.1“边缘”：城市中心主义引发人才选择机制差异，诱发城乡教育失衡