“课程思政”是以构建全员、全程、全课程育人格局的形式将各类课程与思想政治理论课同向同行，形成协同效应，把“立德树人”作为教育的根本任务的一种综合教育理念，它由习近平总书记在2016年的“全国高校思想政治工作会议”中提出。体育专业师范生作为准教师，毕业后多数会到中小学校任教，将是未来体育教学工作的主力军，关乎教育的未来。

研究目的：本研究意在挖掘体育专业师范生教育实践课程中的“课程思政元素”；将“课程思政”与体育专业师范生教育实践相结合。

研究方法：运用文献资料法，专家访谈法，问卷调查法和数理统计法，对体育专业师范生教育实践课程中的“课程思政元素”分层面进行梳理总结，确定在体育专业师范生教育实践课程中融入的“课程思政元素”。

研究结果：体育专业师范生教育实践课程中融入的“课程思政元素”包括理想信念、道德情操和师德素养。在教育实践课程中融入“课程思政”是从教育实践前的准备工作和教育实践中两个环节入手，在教育实践中从对师范生自身要求，与实习学校及指导教师关系，师范生与学生的关系和师范生引导生生关系等四个方面入手。设计将“课程思政”融入教学设计的方案由师范生进行实践探究。

研究结论：在体育专业师范生教育实践课程中融入“课程思政元素”，使之形成协同效应，对体育专业师范生的教师专业能力及“课程思政”理念的深入理解和运用具有理论和实践意义；有利于强化体育专业师范生自身的思想政治素养和职业素养；有利促进师范生由学生角色向教师角色的转变。

The term "curriculum ideology and politics" refers to a comprehensive educational concept of constructing an all-staff, all-inclusive, and all-course education pattern in which various courses and ideological and political theory courses move in the identical direction to form a synergistic effect, while taking "establishing virtue and cultivating talents" as the fundamental task of education. It was introduced by General Secretary Xi Jinping in the "National University Ideological and Political Work Conference" in 2016. As quasi-teachers, the majority of normal students majoring in physical education will teach in primary and secondary schools after graduation. They will serve as the main force of physical education teaching in the upcoming years, which concerns the future of education.

Research Objectives: This study is designed to uncover the "curriculum ideology and politics elements" in the education practice courses for normal students majoring in physical education, and to combine "curriculum ideology and politics" with the education practice of normal students majoring in physical education.

The literature method, expert interviews, questionnaire survey method, as well as mathematical and statistical methods were applied to sorted out and summarized the "curriculum ideology and politics elements" at various levels in the education practice courses for normal students majoring in physical education, thereby eventually identifying the "curriculum ideology and politics elements" that could be incorporated into the education practice courses for normal students majoring in physical education.

Research Findings: The "curriculum ideology and politics elements" that can be integrated into the education practice courses of normal students majoring in physical education cover three categories, namely ideals and beliefs, moral sentiments and teacher moral qualities. The integration of "curriculum ideology and politics" in the education practice courses can be initiated from two aspects, namely the preparation work before and during the education practice, while starting from four aspects in the education practice, namely the requirements of normal students themselves the relationship with internship schools and instructors, the relationship between normal students and students, as well as the guidance of normal students in the relationship among students. "Curriculum ideology and politics" was incorporated the into the instructional design program by the normal students to practice and explore in this design program.

Research Conclusions: The integration of "curriculum ideology and politics elements" into the education practice courses of normal students majoring in physical education enables them to form a synergistic effect, which is of theoretical and practical significance to the teacher professional competence of normal students majoring in physical education, as well as to the and their in-depth understanding and application of the concept of "curriculum ideology and politics". This is conducive to reinforcing the ideological and political quality and professionalism of the normal students majoring in physical education themselves. Meanwhile, this is instrumental in facilitating the transformation of normal students from the role of students to that of teachers.