专业化视域下我国特殊体育教师教育研究

发布时间：2018-03-28 00:32

  本文选题：特殊体育教师　切入点：教师教育　出处：《福建师范大学》2016年博士论文

【摘要】：特殊体育教师专业化是当今世界特殊体育教师教育的重要发展趋势。为了促进我国特殊体育教师的专业化发展,本文运用文献资料分析、调查、特尔斐等方法,从教师专业化视角,对特殊体育教师的专业化内涵、我国的特殊体育教师教育制度、在职教师专业化状况等进行了调查、研究,并对美国、欧洲部分国家和台湾地区特殊体育教师教育状况进行了梳理,总结了其发展特点与趋势,继而构建了我国的《特殊体育教师专业标准》这一特殊体育教师专业化过程中的关键环节,并结合上述研究提出了我国特殊体育教师专业化的发展路径。具体结论如下：(1)特殊体育教师与普通体育教师相比,在教学理念、实施教育时对学生的前提假设、责任范围以及两者知识背景这几个方面都存在很大不同,这种差异性也正是特殊体育教师专业性的体现。特殊体育教师专业化的内涵主要体现在他们所具有的知识结构、能力结构以及对伦理道德的要求方面,其专业化就是其知识结构、能力结构以及对伦理道德提高与完善的过程。(2)美国、欧洲部分国家和台湾地区的特殊体育教师教育,呈现高学历化；重视其专业课程及相关信息资源建设和融合教育能力、实践能力的培养；注重以法律法规为导向来保障特殊体育教师的教育；其发展得益于政府、专业团体或组织的支持；培养方式呈现多元化；并且都已用(美国、欧洲)或希望用(台湾地区)专业标准来引导特殊体育教师的专业化。基于此,我国必须从完善、细化有关法律法规或规章制度、争取政府层面的支持、采用开放且多样化的培养方式、制定教师专业标准、发展教师资格认证制度、加强专业化课程研究、组建专业团体、加强相关信息资源建设、注重融合教育的需要这几个方面着手以加以强化。(3)总体上看,我国相关法律法规对特殊体育教师教育问题作出了一些规定,但表述比较笼统,针对性有待提高；对特殊体育的学科定位不够准确；各高校在专业培养目标设定上过于宽泛；对学生基本素质和具体实践能力的要求需要进一步明确；具有专业特色的课程设置不足；对实践环节重视不够；对体育术科重视程度差异较大；选修课程设置比例较低。并且,专业教师较少；专业教材建设有待加强；且教师进修机会较少；缺乏内源性动力。入职方面,还未形成完善的资格认证制度；职后培训不足。(4)对我国特殊教育学校现任体育教师的进一步调查表明：其专业化水平还有待提高,主要表现为具有特殊体育教育专业背景的教师少；平均执教时间较短；缺乏进修和科研动力。综合上述对我国特殊体育教师教育总体状况及对现任特殊体育教师教育状况的调查分析,发现影响其专业化的主要因素为：(1)社会层面：对特殊体育教育的认识与理解存在偏颇以及对其专业性认识不足；(2)国家层面：职前培养制度缺乏顶层设计、缺乏相应的专业标准和资格认证制度、职后培训不足；(3)学校层面：激励与支持不足；(4)个人层面：缺乏内源动力。(5)构建了我国特殊体育教师专业标准,其框架包括3个一级指标(专业知识、专业能力和专业伦理)；13个二级指标(通识性知识、教育科学知识、学科专业知识、实践性知识、对残疾学生的鉴定与评量、教学与指导能力、倡导与咨询、沟通与合作能力、自我反思与发展能力、职业理念与态度、对待学生的态度与行为、自我发展、个人修养与专业心理素质)；92个三级指标。(6)据前述调查及对现实国情的分析：我国职前培养本科阶段采用模块式培养模式、“3+1”或“2+2”培养模式;研究生阶段采用“4+2”培养模式、“4+1+2”培养模式较为合适；入职方面要建立我国特殊体育教师资格认证制度；职后教育采用“教培研”一体化模式、校地合作一区域对接模式、校际联动模式较为合适。并且需要社会层面——社会文化环境的改变；国家层面——政策、法律的制定与完善；制度层面——职前、入职、职后教育一体化的制度设计；学校层面——领导支持、个人层面——自我成长及组建特殊体育教师自己的专业组织这些方面的支持。
[Abstract]:In order to promote the professional development of special physical education teachers in our country , this paper makes a survey and research on the educational status of special physical education teachers in our country .
Attention should be paid to the training of its professional courses and related information resources construction and integration education ability and practical ability ;
Pay attention to the orientation of laws and regulations to guarantee the education of special physical education teachers ;
Its development benefits from the support of Governments , professional groups or organizations ;
and the culture mode is diversified ;
On the whole , the relevant laws and regulations of our country have made some provisions on the education of special physical education teachers , but the formulation is more general and the pertinence needs to be improved ;
The orientation of the subject of special physical education is not accurate enough ;
Each university is too broad in the setting of professional training goal ;
The requirement of students ' basic quality and specific practical ability needs to be further clarified ;
Lack of curriculum setup with professional characteristics ;
Insufficient attention should be paid to the practical links ;
There is a great difference in the degree of attention to the physical education .
The proportion of elective courses is low , and the number of professional teachers is less .
The construction of specialized teaching materials needs to be strengthened ;
and the opportunity for teacher training is less ;
Lack of endogenous power . In terms of entry , there has been no sound qualification system ;
The lack of post - service training . ( 4 ) Further investigation of current PE teachers in special education schools in China shows that the professional level is still to be improved , which is mainly represented as few teachers with special physical education background .
the average teaching time is shorter ;
Based on the analysis of the general situation of special physical education teachers in our country and the investigation and analysis of the current situation of special physical education teachers , it is found that the main factors that influence their specialization are : ( 1 ) Social dimension : the misunderstanding of the cognition and understanding of special physical education ;
( 2 ) At the national level : the pre - service training system lacks the top - level design , lacks the corresponding professional standards and qualification certification system , and the post - service training is insufficient ;
( 3 ) School level : lack of motivation and support ;
( 4 ) Personal level : lack of endogenous power . ( 5 ) The professional standard of special sports teachers in China is constructed , and its framework includes three primary indicators ( professional knowledge , professional ability and professional ethics ) ;
13 secondary indicators ( general knowledge , scientific knowledge of education , knowledge of academic disciplines , practical knowledge , identification and evaluation of students with disabilities , teaching and guidance , advocacy and consultation , communication and cooperation , self - reflection and development , professional ideas and attitudes , attitudes and behaviour towards students , self - development , personal cultivation and professional psychological quality ) ;
( 6 ) According to the above - mentioned investigation and the analysis of the actual situation of reality , the mode of modular culture , " 3 + 1 " or " 2 + 2 " culture mode is adopted at the undergraduate stage of pre - vocational training in China ; the " 4 + 2 " culture mode is adopted in the post - graduate phase , and the " 4 + 1 + 2 " culture mode is suitable ;
To establish the qualification system of special sports teachers in China ;
Post - service education adopts the integration mode of " teaching culture and research " , it is suitable for school to cooperate with a regional docking mode , and the social stratification _ social culture environment needs to be changed .
State level _ policy , the formulation and perfection of law ;
System level _ Pre - service , post - service , post - service education integration system design ;
School level _ leadership support , personal level _ self - growth and support for the formation of specialized sports teachers ' own professional organizations .

【学位授予单位】：福建师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G807.4
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本文编号：1673982