体育师范生作为中小学教育师资团队的重要后备人才力量，对其专业水平和发展上具有严格的标准。根据中华人民共和国教育部办公厅研究制定了《中学教育专业师范生教师职业能力标准（试行）》要求，体育师范生在学习特定运动项目时，不仅要“知其然，更要知其所以然”，成为“一专多能”的“复合型”体育人才。

现如今，乒乓球运动凭借着其内涵丰富、技巧精湛、趣味性强的特点受到了国人的热烈追捧。由于“国球”以及“乒乓精神”强大的育人影响力，现阶段我国高校以及中小学体育课中广泛开展乒乓球课程，对其相应的教师需求逐渐增加，专业水平要求也愈加严格。为了紧跟社会步伐，各高校为体育专业学生开设乒乓球课程，旨在提升其专业素养，促进未来就业发展。但现阶段，高校体育专业乒乓球课程均以运动技能传习模式为主，导致课堂出现注重技术习得，忽视相关学科内容知识教学；考核体系单一；“学、练、教、赛、评”脱节等现象。面对新时代下对体育专业学生提出的新要求以及亟待解决的现实问题，创新教学方法，更新教学思维，融合教学模式是当前高校体育专业乒乓球课程教学的紧急任务。

本研究将运动教育模式与运动技能传习模式进行融合（以运动技能传习模式的教学结构为基础，引入运动教育模式部分组织方法），运用于高校体育专业乒乓球课程中，探究该融合性教学方案的应用价值。本实验的被试是北京师范大学珠海校区体育教育（公费师范）专业的学生为实验对象。采用文献资料法、问卷调查法、准实验法、访谈法、数理统计法，运用 SPSS 26.0进行数据分析和统计。实验班采用运动教育模式融入运动技能传习模式，对照班采用运动技能传习模式，通过对两班学生的乒乓球运动技能水平、乒乓球学科内容知识水平-CK进行横向和纵向的比较分析。

经过32个学时的教学实验，得出以下结果：运动教育模式融入运动技能传习模式在体育专业学生的乒乓球运动技能、乒乓球学科内容知识得分方面均明显高于单一运动技能传习模式。经分析，得出以下主要结论：

1.无论是运动教育模式融入运动技能传习模式的融合还是单一的运动技能传习模式，都能够有效地促进体育专业学生乒乓球运动技能水平的掌握与提升。这说明两种教学模式的课程内容都具有一定的科学性，两种模式对体育专业学生在乒乓球运动技能方面的发展都有正向促进作用。

2.整体上来看，运动教育模式与运动技能传习模式的融合在高校体育专业乒乓球课程中的应用效果优于单一运动技能传习模式。该融合模式注重乒乓球学科内容知识的传输，帮助体育专业学生建立完整的乒乓球知识框架，在理解和实践中进一步掌握、巩固乒乓球运动技能，符合“大单元、结构化教学”的要求，能够有效地促进体育专业学生未来就业发展。

3.运动教育模式融入运动技能传习模式更能够规范体育专业学生乒乓球的技术动作。课程继续保持运动技能传习模式中注重乒乓球技术动作的习得形成部分，加上运动教育模式的赛季情景，在课程的不用阶段加强不同方面的技能与知识，从而使体育专业学生的乒乓球技术动作更加标准化、规范化。

4.运动教育模式融入运动技能传习模式能够从整体上提升体育专业学生的乒乓球学科内容知识水平。在前期教学中，通过“教师教、学生用；教师评、学生悟”的方式，建立起对乒乓球运动的兴趣和知识背景，让体育专业学生理解、掌握乒乓球一般内容知识，扎实打好坚实的理论基础。后期赛季中，教师逐渐“放权”的同时向体育专业学生传授应用型、价值型知识并结合赛季进行运用，有利于增强体育专业学生的乒乓球特殊内容知识水平。

5.运动教育模式与运动技能传习模式的融合为体育专业学生营造了一个健康良性的竞争学习氛围。让体育专业学生获得真实的运动体验、感受团队学习，探究学习等多种学习与练习方法以及多元化的教学组织形式，有利于体育专业学生提升自身教学素养，在今后的职业生涯中，更好地发挥自身的优势，形成自身的教学风格，成为“既会打又会教”的体育教师。

As an important reserve force of primary and secondary education teachers, physical education teacher trainees need more stringent requirements in their professional development in order to meet the needs of social development. Therefore, according to the General Office of the Ministry of Education of the People's Republic of China, the “Teacher Professional Competency Standards for Teacher Trainees in Secondary Education (for Trial Implementation)” requires physical education teacher trainees to not only “know what they know, but also know why they know what they know” when they study a specific sport, and to become a “multi-purpose” sports talent. “Composite” sports talents.

Table tennis has become the “national sport” of China because of its rich content, exquisite skills and fierce confrontation. The “spirit of table tennis” is in line with the goal of educating people at the present stage, so table tennis has become a widely popular sport in the physical education curriculum of colleges and universities as well as primary and secondary schools in China, and the demand for its corresponding teachers is gradually increasing. In order to keep pace with society, colleges and universities offer table tennis courses for physical education majors, aiming to improve their professionalism and promote future employment development.However, at the present stage, the table tennis courses of sports majors in colleges and universities are mainly based on the mode of transferring sports skills, which leads to the phenomena of focusing on the acquisition of skills and neglecting the transfer of knowledge of related disciplines; a single assessment system; the disconnection of “learning, practicing, teaching and competing”; and the low motivation of the students in the classroom. In the face of the new requirements for physical education majors in the new era as well as the real problems that need to be solved urgently, innovative teaching methods, updated teaching thinking, and integration of teaching modes are the urgent tasks for the teaching of ping-pong courses in colleges and universities specializing in physical education at present. Sports education model in foreign countries after a long period of experimental testing and improvement, has now formed a more mature physical education program teaching model, but in our country due to the national system, the level of education development, students' own physical condition and other objective conditions, the model can not be fully applicable to our students. Therefore, the integration of the movement education model and the motor skill transfer model is applied to the table tennis course of college physical education majors to explore the feasibility and application value of the model and improve the teaching effect of the course.

This study was conducted with students majoring in Physical Education (Publicly-funded Teacher Training) at the Zhuhai Campus of Beijing Normal University (BNU) as the experimental subjects.Various methods such as literature method, questionnaire survey method, quasi-experimental method, interview method and mathematical statistics were used, and SPSS 26.0 was used for data analysis and statistics. The experimental class of this study was taught using the movement education model integrated with the motor skills transfer model, and the control class was taught using the motor skills transfer model. Through the horizontal and vertical comparative analysis of the three indexes of table tennis motor skill level, table tennis content knowledge -CK (table tennis common content knowledge -CCK, table tennis specific content knowledge -SCK) of the students of the two classes. It aims to explore the effect of the application of the movement education model into the motor skill transfer model in the table tennis course of college physical education majors.

After 32 credit hours of teaching and learning experiments, the following results were obtained: the movement education model integrated with the motor skills transfer model was significantly higher than the single motor skills transfer model in terms of table tennis motor skills and table tennis subject content knowledge scores of physical education students. After analyzing the results, the following main conclusions were drawn:

1.Both the integration of the movement education model into the motor skill transfer model and the single motor skill transfer model can effectively promote the mastery and improvement of table tennis motor skill level of physical education students. This indicates that the curriculum content of both teaching modes is of a certain scientific nature, and both modes have a positive promoting effect on the development of table tennis motor skills of physical education majors.

2.Overall, the fusion of the movement education model and the motor skills transfer model is more effective than the single motor skills transfer model in the table tennis courses of college physical education majors. The integration model focuses on the transfer of table tennis content knowledge, helps physical education majors to establish a complete table tennis knowledge framework, and further masters and consolidates table tennis skills in understanding and practice, which is in line with the requirements of "large-unit, structured teaching", and can effectively promote the future employment development of physical education majors.

3.The integration of the Movement Education Model into the Motor Skills Acquisition Model is more capable of standardizing the technical movements of table tennis for Physical Education students. The curriculum continues to maintain the part of the motor skills transfer model that focuses on the acquisition and formation of table tennis technical movements, coupled with the seasonal scenarios of the motor education model, which strengthens different aspects of skills and knowledge at various stages of the curriculum, so as to make the table tennis technical movements of the physical education students more standardized and regulated.

4.The integration of the sport education model into the sport skill transfer model can improve the content knowledge of table tennis for physical education students as a whole. In the early stage of teaching, through the way of "teachers teach, students use; teachers evaluate, students realize", to build up the interest and knowledge background of table tennis, so that physical education students can understand and master the general content knowledge of table tennis, and lay a solid theoretical foundation. In the later seasons, teachers gradually "decentralize" and teach the students applied and value-based knowledge and use it in the seasons, which is conducive to enhancing the level of table tennis-specific knowledge of the sports majors.

5.The integration of sports education model and sports skills transfer model creates a healthy and benign competitive learning atmosphere for physical education majors. Let sports students get real sports experience, feel team learning, inquiry learning and other learning and practice methods and diversified forms of teaching organization, is conducive to sports students to improve their own teaching quality, in the future career, better play to their own advantages, the formation of their own teaching style, to become "both playing and teaching "Physical Education Teachers.