2025年版高中体育课标是新世纪以来普通高中体育与健康课程标准的第3次修订，进一步强化了以学科核心素养为统领的课程实施导向。从课程实施与教学改进视角，分析制约普通高中体育与健康课程提质增效的3个关键瓶颈：体育走班选修制在学校层面的制度化、常态化运行尚未普遍实现，连续模块学习与学练赛衔接缺少稳定的组织保障；体质健康促进工作在测量、分析、干预和评价环节的精准闭环有待健全，对健康行为养成的过程性支持较为薄弱；体育品德培育在目标行为化、内容教材化、方法制度化、评价证据化和协同治理机制建构方面尚未形成相互衔接的实施体系。据此，提出贯彻落实2025年版高中体育课标的3项重点改革创新工作：推进“体育走班选修制”，保障专项学习的连续性与教学质量；实施“体质健康提升四精准”，增强体质健康促进的针对性与可持续性；落实“体育品行课课养”，推动体育品德核心素养要求由理念倡导转化为课堂中可观察、可记录、可评价的体育品行。

The 2025 revision of the Physical Education and Health Curriculum Standards for General Senior High Schools represents the third revision of the Standards since the beginning of the 21st century and fur ther reinforces the role of disciplinary core competencies in guiding curriculum implementation. From the perspective of curriculum implementation and instructional improvement, three key bottlenecks constraining improvements in the quality and effectiveness of the physical education and health curriculum in general senior high schools are identified. First, the class-rotation elective system in physical education has yet to be widely institutionalized and routinely implemented at the school level, leaving continuous learning through sequenced modules and the alignment of learning, practice, and competition without stable organizational support. Second, the precision-oriented closed-loop system linking measurement, analysis, intervention, and evaluation in physical fitness and health promotion remains underdeveloped, while ongoing support for the development of healthy behaviors remains relatively weak. Third, an integrated implementation system has yet to be established for the cultivation of sports character, one that links behaviorally specified objectives, content developed into teachable materials, institutionalized instructional methods, evidence-based assessment, and collaborative governance mechanisms. Accordingly, three priority reform and innovation initiatives are proposed for implementing the 2025 revision: advancing the class-rotation elective system in physical education to ensure continuity and instructional quality in sport-specific learning; implementing the four-precision approach to make physical fitness and health promotion more targeted and sustainable; and embedding lesson-by-lesson cultivation of sporting conduct in classroom practice to translate the core competency requirements for sports character into sporting conduct that is observable, recordable, and assessable in the classroom, rather than leaving them at the level of conceptual advocacy.