近年来党和国家高度重视教师教育，颁布了一系列政策以促进其发展。我国体育学科寻求高质量发展的必然条件之一就是高质量的体育教师，而美国体育教师教育经验值得借鉴。本研究通过文献资料法、历史研究法和比较研究法，分析了美国体育教师教育职前培养制度在师范学校时期、师范学院时期和综合大学教育学院时期的演变及其优缺点，并探索了其可借鉴之处。本研究可丰富我国体育教师教育职前培养的理论研究，为推动该领域的发展提供支持和参考，为推动体育教育专业学科建设、提高体育教师教育职前培养质量和学校体育教学水平贡献绵薄之力。得出研究结论如下：（1）师范学校时期。由于工业化和城市化进程、教育的普及发展、南北战争、教育立法和经济大萧条等影响，以1900年划分为前后两段，前期培养机构主要是私人创办的学校，后期有并入高等教育机构的私立非大学性质的学校、公立学院和大学以及师范学院。前期主要培养单一的体育或体操教师，有些只培养女性教师。课程内容主要与医学相关，后期注重人的身心发展。前期的师资多具有医学背景，后与医学的关系渐远。招生要求逐步提高，但各机构间缺乏一致性。（2）师范学院时期。休闲活动、体质健康测试、科学创新、高等教育和体育学科的进展等因素推动了职前培养的发展。合并了男女分开办学的体育系，培养机构数量和规模扩大。培养目标注重科研和综合能力的培养，课程设置更加专业化和标准化，注重跨学科课程、实践和科学课程，延长了学习年限。师资队伍质量提高，师资规模扩大，教师职业地位提高。招生要求更加严苛且灵活，增加了对成绩和学术能力倾向测试的要求。（3）综合大学教育学院时期。在经济危机、教师相关政策、人文学科逐渐萎缩、自然科学更受重视、体力活动促进健康等影响下，培养机构主要是综合性大学的教育学院或教育系，培养目标注重对知识的创新能力、跨学科能力以及领导力的培养，强调反思和终身学习能力。课程设置多元化、实践化和个性化。师资队伍多元化，博士和硕士学位教师更多，流动性和不稳定性高。招生要求注重学生的综合能力。对我国的启示：培养目标要重视健康教育能力、教学组织与管理能力的培养。课程设置要保障教育实践学时、丰富形式、拓宽通识课程门类、重视健康教育课程开发、学生安全技能的掌握、加强体育专业课知识整合。师资情况方面，提高师资领导力、社会地位、资金保障和积极性。招生要求方面，可以考虑对我国高校的体育教育专业设定严格的准入标准和选拔机制。

In recent years, the Party and the state attach great importance to teacher education and have promulgated a series of policies to promote its development. One of the inevitable conditions for our physical education development of high quality is a high quality physical education teacher. American physical education teacher experience can draw lessons from US. Through the method of literature, historical research and comparative research, this study analyzes the evolution, advantages and disadvantages of the pre-service training system of physical education teachers in the United States during the normal school period, the normal college period and the comprehensive university education school period, and explores the points for reference. This study can enrich the theoretical research of pre-service training of physical education teachers in our country, as well as provide support and reference to promote the development of this field, and make a contribution to promote the construction of physical education professional disciplines, improve the quality of physical education pre-service training and the level of school physical education. The research conclusions are as follows:(1) Normal school period. Due to the influence of industrialization and urbanization, the popularization of education, the Civil War, education legislation and the Great Depression, the year 1900 was divided into two sections. In the early period, the training institutions were mainly private schools; in the later period, there were private non-university schools incorporated into higher education institutions, public colleges and universities, and teachers' colleges. In the early stage, it mainly trained single PE or gymnastics teachers, and some only trained female teachers. The content of the course is mainly related to medicine, and the later stage focuses on the development of human body and mind. In the early stage, most of the teachers have medical background, and the relationship with medicine gradually fades away. Admission requirements have increased gradually, but there is a lack of consistency across institutions.(2) Teachers College period. Leisure activities, physical fitness tests, scientific innovations, advances in higher education and physical education have contributed to the development of pre-service training. The sports department, which runs separately for men and women, was merged, and the number and scale of training institutions were expanded. The training objectives focus on the cultivation of scientific research and comprehensive ability. The curriculum is more professional and standardized, emphasizing interdisciplinary courses, practical and scientific courses, and extending the study years. The quality of teaching staff has been improved, the scale of teaching staff has been expanded, and the professional status of teachers has been improved. Admissions requirements have become tougher and more flexible, with additional requirements for achievement and scholastic aptitude tests.(3) School of Education in a comprehensive university. Under the influence of economic crisis, teacher-related policies, shrinking humanities, increasing emphasis on natural sciences, and physical activity promoting health, the training institutions are mainly schools of education or education departments of comprehensive universities. The training goals focus on knowledge innovation, interdisciplinary ability, and leadership training, emphasizing reflection and lifelong learning. The curriculum is diversified, practical and personalized. The faculty is diverse, with more doctoral and master's degree teachers and high mobility and instability. The admission requirement emphasizes the comprehensive ability of students.Enlightenment to our country: The cultivation goal should attach importance to the cultivation of health education ability, teaching organization and management ability. The curriculum should guarantee the educational practice time, enrich the form, broaden the general curriculum, pay attention to the development of health education curriculum, students' mastery of safety skills, strengthen the integration of physical education specialized courses knowledge. In terms of teachers, we should improve their leadership, social status, financial security and enthusiasm. In terms of enrollment requirements, we should consider setting strict admission standards and selection mechanisms for our colleges' physical education majors.