VIRTUAL DEPARTMENT FOR CONTINUOUS PERSONNEL TRAINING IN THE FIELD OF PHYSICAL EDUCATION IN BORDER REGIONS: CONSTRUCTION LOGIC AND OPERATION MECHANISM (THE CASE OF XUAR)

Abstract

The article addresses the problem of continuous personnel training in the field of physical education in border regions, set against the backdrop of the digital transformation of education and school physical education reform. The virtual department (virtual teaching and research unit) is defined as a new type of professional development community for educators, relying on digital platforms as technological support and implementing coordinated participation of multiple subjects. “Continuity” is interpreted as three-level integration – temporal, spatial, and knowledge-based. Based on an analysis of structural difficulties in physical education personnel training in the Xinjiang Uyghur Autonomous Region (XUAR), the article constructs a four-dimensional construction logic – value, organizational, knowledge, and technological – and proposes five operation mechanisms: subject coordination, resource co-creation, activity generation, digital support, and evaluation improvement. These five mechanisms are not a simple enumeration: they form a cycle across three links of “input – process – feedback”. Subject coordination and resource co-creation constitute the input link; activity generation and digital support constitute the process link; evaluation improvement constitutes the feedback link, closing the operation results into a new cycle. The study offers an organizational reference for innovating personnel training models in physical education in border regions, for building a support system for the professional development of physical education teachers, and for the scholarship of teaching and learning of university faculty in the field of physical education.