我国体育特级教师成长动力及其运行机制研究

发布时间：2018-02-13 04:21

本文关键词： 体育特级教师成长动力运行机制人力资源开发学校体育实践职业认同积极措施积极体验　出处：《北京体育大学学报》2017年11期 　论文类型：期刊论文

【摘要】：体育特级教师是中小学体育教师的典型代表,探明其成长动力及其运行机制对于学校体育人力资源开发具有重要意义。通过对7省(区)19位体育特级教师的深度访谈,运用质性研究的扎根理论方法,对体育特级教师成长动力及其运行机制进行了研究。研究表明,体育特级教师的成长动力来源主要表现为积极人格、专业愿景、重要他人、关键事件、学科"歧视"、社会期待、家庭支持和资源平台8个方面;成长动力的运行机制可概括为,在学校体育实践这一背景下,体育特级教师的成长动力通过体育教师职业认同这一中介条件,内化为自身发展需求,从而主动采取积极措施促进自身成长。同时,在体育教师职业认同与具体行动策略之间,积极体验起到重要调节作用。更多的积极体验,有助于体育教师职业认同与行动策略形成良性互动,更好地促进体育特级教师成长。
[Abstract]:The PE teachers are the typical representatives of PE teachers in primary and secondary schools. It is of great significance to find out its growth power and its operating mechanism for the development of school physical education human resources. Through the in-depth interviews with 19 PE teachers in 7 provinces (districts), In this paper, the growth motive force and its operating mechanism of PE super teachers are studied by using the rooted theory method of qualitative research. The research shows that the growth motivation of PE super teachers is mainly expressed as positive personality, professional vision and important others. Key events, discipline "discrimination", social expectations, family support and resource platform, the operating mechanism of growth motivation can be summarized as, in the context of school sports practice, Through the intermediate condition of PE teachers' professional identity, PE teachers' growth motive force is internalized into their own development needs, thus taking active measures to promote their own growth, at the same time, between PE teachers' professional identity and specific action strategies. Positive experience plays an important role in regulation. More positive experiences can help PE teachers' professional identity and action strategies to form a positive interaction and better promote the growth of PE teachers.
【作者单位】：华中师范大学博士后流动站;福建师范大学体育科学学院;华中师范大学体育文化研究中心;
【基金】：国家社会科学基金“十二五”规划2011年度教育学一般课题(项目编号:BLA110091) 国家社会科学基金重大招标项目(项目编号:11&ZD150)
【分类号】：G633.96

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