基于职业能力培养的我国高等体育院校运动训练专业课程体系再设计
发布时间：2019-05-30 08:02
【摘要】：课程体系是育人活动的指导思想,是培养目标的具体化和依托,它规定了培养目标实施的规划方案。依据课程体系中观层面内涵为研究逻辑,以提高运动训练专业毕业生职业能力为根本目的,通过专家访谈、问卷调查、统计测评学等方法,构建[我国高等体育院校运动训练专业毕业生职业能力模型]并编制测评量表对应届毕业生实施测试,测试结果将作为对运动训练专业本科培养课程体系再设计的依据。研究结果如下：1.办学之初所实行的“大体育系”办学模式是运动训练、体育教育和民族传统体育专业毕业生就业流向趋同的原因之一。2.我国高等体育院校运动训练专业毕业生职业能力模型包括3个一级指标和13个二级指标：专业能力(执裁能力、计划制定与效果评价能力、指导组织专项训练能力、差异性训练与指导参赛能力、竞赛组织管理能力、训练监控与运动损伤防护能力)；方法能力(体育科学研究能力、专业发展与数字化能力、批判性反思能力、信息整合评价能力)；社会能力(人文关怀与沟通协作能力、运动队管理与教育咨询能力、职业伦理道德)。3.依据职业能力模型,编制了包括13个分量表和65个题项的[我国高等体育院校运动训练专业毕业生职业能力问卷】。4.毕业生在执裁能力、指导组织专项训练能力、差异性训练和指导参赛能力、信息整合评价能力、人文关怀与沟通协作能力、运动对管理与教育咨询能力、职业伦理道德等7种职业能力得到肯定。计划制定与效果评价、竞赛组织管理能力、训练监控与运动损伤防护能力、体育科学研究能力、专业发展与数字化能力、批判性反思能力等6种职业能力有待加强。5.培养方案的修订流程有待完善,修订指导思想与现实结果偏差大、缺乏对行业发展需求的整体预测、用人单位的循环反馈、专业对口就业岗位的工作任务分析。6.目标定位宽泛和模糊导致毕业生就业流向与专业培养不对口、授课教师较难进行针对性课程设计。7.教练员认证体系标准的分类、分级不详阻碍学生对未来职业发展认知。8.学生不能合理规划课余生活,造成课余时间浪费；选修课程自由度大,但缺少对学生职业规划引导,学生选课仅关注课程是否易通过；专业实践课程开始时间较晚,形式内容单一；课程分科过细,不利于学生完整知识体系的建立；培养规格与毕业要求模糊,不利于学生培养质量的提升。9.培养方案与课程内容更新较慢,授课方式与实际社会岗位需求脱节。
[Abstract]:The curriculum system is the guiding ideology of educational activities and the embodiment and support of the training objectives. It stipulates the planning scheme for the implementation of the training objectives. According to the connotation of the meso level of the curriculum system as the research logic, in order to improve the professional ability of the graduates majoring in sports training, through expert interviews, questionnaires, statistical evaluation and other methods, The vocational ability model of sports training graduates in physical education colleges and universities in China is constructed and a scale is compiled to test the fresh graduates. The test results will be used as the basis for the redesign of the undergraduate training curriculum system of sports training majors. The results are as follows: 1. At the beginning of running a school, the mode of running a school in the Department of Great physical Education is one of the reasons for the convergence of employment flow direction of sports training, physical education and national traditional physical education graduates. The vocational ability model of sports training graduates in physical education colleges and universities in China includes 3 first-level indicators and 13 second-level indicators: professional ability (adjudication ability, planning and effect evaluation ability, guiding the organization of special training ability). Different training and guidance ability, competition organization and management ability, training monitoring and sports injury protection ability); Method ability (sports scientific research ability, professional development and digitization ability, critical reflection ability, information integration evaluation ability); Social ability (humanistic care and communication and cooperation ability, sports team management and educational consulting ability, professional ethics). According to the model of vocational ability, a questionnaire on professional ability of sports training graduates in physical education colleges and universities in China was developed, which included 13 subscales and 65 items. Graduates in the ability to adjudicate, guide the organization of special training ability, difference training and guide the ability to participate in the competition, information integration and evaluation ability, humanistic care and communication and cooperation ability, sports management and education consulting ability, Seven kinds of professional abilities, such as professional ethics and ethics, have been affirmed. Six kinds of professional abilities, such as planning and effect evaluation, competition organization and management ability, training monitoring and sports injury protection ability, sports scientific research ability, professional development and digitization ability, critical reflection ability, etc., need to be strengthened. The revision process of the training plan needs to be improved, the revised guiding ideology deviates greatly from the realistic results, lacks the overall forecast of the development demand of the industry, the circular feedback of the employing unit, and the job task analysis of the professional counterpart employment. 6. The broad and vague target orientation leads to the mismatch between graduate employment flow and professional training, and it is difficult for teachers to design targeted courses. 7. The classification and classification of coach certification system standards hinder students' understanding of future career development. 8. Students can not reasonably plan their extracurricular life, resulting in waste of extracurricular time, elective courses have great degree of freedom, but lack of guidance to students' career planning, students only pay attention to whether the course is easy to pass; The professional practice course starts late and has a single form and content; the course is too detailed, which is not conducive to the establishment of students' complete knowledge system; the training specifications and graduation requirements are vague, which is not conducive to the improvement of students' training quality. 9. The training scheme and curriculum content are updated slowly, and the teaching mode is out of touch with the actual social post demand.
【学位授予单位】：北京体育大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G807.4
，
本文编号：2488664
[Abstract]:The curriculum system is the guiding ideology of educational activities and the embodiment and support of the training objectives. It stipulates the planning scheme for the implementation of the training objectives. According to the connotation of the meso level of the curriculum system as the research logic, in order to improve the professional ability of the graduates majoring in sports training, through expert interviews, questionnaires, statistical evaluation and other methods, The vocational ability model of sports training graduates in physical education colleges and universities in China is constructed and a scale is compiled to test the fresh graduates. The test results will be used as the basis for the redesign of the undergraduate training curriculum system of sports training majors. The results are as follows: 1. At the beginning of running a school, the mode of running a school in the Department of Great physical Education is one of the reasons for the convergence of employment flow direction of sports training, physical education and national traditional physical education graduates. The vocational ability model of sports training graduates in physical education colleges and universities in China includes 3 first-level indicators and 13 second-level indicators: professional ability (adjudication ability, planning and effect evaluation ability, guiding the organization of special training ability). Different training and guidance ability, competition organization and management ability, training monitoring and sports injury protection ability); Method ability (sports scientific research ability, professional development and digitization ability, critical reflection ability, information integration evaluation ability); Social ability (humanistic care and communication and cooperation ability, sports team management and educational consulting ability, professional ethics). According to the model of vocational ability, a questionnaire on professional ability of sports training graduates in physical education colleges and universities in China was developed, which included 13 subscales and 65 items. Graduates in the ability to adjudicate, guide the organization of special training ability, difference training and guide the ability to participate in the competition, information integration and evaluation ability, humanistic care and communication and cooperation ability, sports management and education consulting ability, Seven kinds of professional abilities, such as professional ethics and ethics, have been affirmed. Six kinds of professional abilities, such as planning and effect evaluation, competition organization and management ability, training monitoring and sports injury protection ability, sports scientific research ability, professional development and digitization ability, critical reflection ability, etc., need to be strengthened. The revision process of the training plan needs to be improved, the revised guiding ideology deviates greatly from the realistic results, lacks the overall forecast of the development demand of the industry, the circular feedback of the employing unit, and the job task analysis of the professional counterpart employment. 6. The broad and vague target orientation leads to the mismatch between graduate employment flow and professional training, and it is difficult for teachers to design targeted courses. 7. The classification and classification of coach certification system standards hinder students' understanding of future career development. 8. Students can not reasonably plan their extracurricular life, resulting in waste of extracurricular time, elective courses have great degree of freedom, but lack of guidance to students' career planning, students only pay attention to whether the course is easy to pass; The professional practice course starts late and has a single form and content; the course is too detailed, which is not conducive to the establishment of students' complete knowledge system; the training specifications and graduation requirements are vague, which is not conducive to the improvement of students' training quality. 9. The training scheme and curriculum content are updated slowly, and the teaching mode is out of touch with the actual social post demand.
【学位授予单位】：北京体育大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G807.4
，
本文编号：2488664
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