我国小学体育教师职前教育培养方案研究

发布时间：2018-06-15 18:26

  本文选题：小学 + 职前教育　； 参考：《河北师范大学》2017年博士论文

【摘要】：有好的教师才会有好的教育。小学阶段是一个人体育兴趣和体育习惯养成的关键期,关注小学体育教师教育就是关注小学体育的发展。因此,在教师教育领域,以国家颁布的《教师专业标准》和《教师教育课程标准》为基础,以最低标准为原则,通过研究形成我国小学体育教师职前教育人才培养方案雏形,以此来为我国小学体育教师职前教育改革提供理论与实践的参考。本研究按照发现问题-解决问题的思路,综合运用文献资料法、调查法、逻辑法、数理统计法以及案例分析等研究方法,着重对改革开放以来我国小学体育教师教育的发展历程,小学体育教师职前教育的需求、小学体育教师职前教育培养目标、培养规格、课程体系等问题进行了深入、细致的研究,得出以下结论:一、传统“项目划分模式”存在诸多的弊端。这种模式与教师教育专业标准的理念、不同学段的学校对体育教师的需求以及未来施教对象、教材等方面存在着错位现象,本研究提出“学段划分模式”的新构想。该模式将解决我国体育教师教育形式演变中的断层现象,同时为推动体育教师教育一体化模式的构建和促进各学段的体育教师专业化发展提供理论依据。二、本科阶段有针对性地进行小学体育教师职前教育是解决小学体育教师数量与质量问题的最佳途径。三、深入访谈更加符合当前我国小学体育教师职前教育需求的研究需要。小学体育教师职前教育后,学生应具备适合小学体育教育特点的专业知识与能力,并体现出较高的综合素质。四、小学体育教师将成为学校体育工作的设计者、学校体育工作的组织与实施者、学校体育工作的激励与评价者、学校体育工作的沟通与合作者、学校体育工作的反思与发展者五种角色,。他们需要掌握小学生发展知识、体育学科知识、教育教学知识、通识知识,四类知识总计21个条目的内容,并要具备小学体育教学方面的能力、课外体育活动方面的能力、课余训练和比赛方面的能力,各项能力均包括五个维度,总计60个条目内容。五、我国小学体育教师职前教育课程体系由公共基础课程、学科专业课程、教师教育课程组成。总学分在140-170之间。其中学科专业课程包括专业基础理论,专业技术、技能,专业能力培养实践。建议课程比例按照“公共基础课程25.4%+学科专业课程42.7%+教师教育课程32%”来设计,其中公共基础课程最低必修36学分、教师教育课程最低学分45学分(其中最低必修34学分)、学科专业课程最低学分为60学分(其中最低必修42学分)。六、我国小学体育教师职前教育培养方案雏形,将可作为正在进行或有意进行小学体育教师职前教育单位制定人才培养方案的理论参考。七、我国体育教育专业当前的培养目标表述不准确、体育教师职前教育课程体系中教师教育课程缺失严重。八、提高小学体育教师的质量要从招生、职前教育、入职、职后培训等多个方面共同抓起。
[Abstract]:A good teacher will have a good education. The primary stage is a key period for a person's sports interest and habit formation. The primary school physical education teacher education is concerned with the development of primary school sports. Therefore, in the field of teacher education, the minimum standard is based on the national standard of "teacher professional standard >" and "teacher education curriculum standard >". In order to provide theoretical and practical reference for the pre service education reform of primary school physical education teachers in our country, the study is based on the idea of finding problems and solving problems, and using literature data method, investigation method, logic method, mathematical statistics and case analysis. And other research methods, focusing on the development process of primary school physical education teachers education in China since the reform and opening up, the needs of pre vocational education for primary school PE teachers, the training objectives of pre vocational education for primary school PE teachers, training specifications, curriculum system and so on, detailed research, and the following conclusions are drawn: first, the existence of traditional "project division mode" exists. There are many disadvantages, such as the concept of the standard of teacher education, the needs of school teachers in different schools and the misplacement of teaching materials and teaching materials in the future. This study puts forward a new concept of "division mode of learning section". This model will solve the fault phenomenon in the evolution of the education form of physical education teachers in China. At the same time, it provides a theoretical basis for the construction of the mode of physical education teachers' education integration and the promotion of the professional development of PE teachers in each school section. Two, the best way to solve the problem of the quantity and quality of primary school PE teachers is to carry out the pre service education of primary school PE teachers in the undergraduate stage. Three, the in-depth interview is more in line with the current China. It is necessary to study the needs of pre service education for PE teachers. After the pre service education of primary school physical education teachers, students should have professional knowledge and ability suitable for the characteristics of primary school physical education, and reflect a higher comprehensive quality. Four, primary school physical education teachers will become the designer of the school physical education work, the organization and implementers of the school sports work, the school body The motivators and evaluators, the communication and collaborators of the school sports work, the reflection and the development of the school sports work are five roles. They need to master the primary school students' development knowledge, the physical knowledge, the education and teaching knowledge, the general knowledge, the total knowledge of the four types, and the ability of the primary school physical education. The ability of extracurricular sports activities, after-school training and competition ability, the ability to include five dimensions, including a total of 60 items. Five, the pre vocational education curriculum system of primary school physical education teachers in China consists of public basic courses, subject courses and teacher education courses. The total credits are between 140-170. It includes the practice of professional basic theory, professional skills, skills and professional abilities. The proposed curriculum is designed according to the "42.7%+ teacher education course 32%" of "25.4%+ subject course of public basic course", of which the minimum required for public basic courses is 36 credits, and the minimum credit of the teacher education course is 45 credits (the minimum required 34 credits), and the subject is the subject. The minimum credits of professional courses are 60 credits (of which the minimum required 42 credits). Six, the embryonic form of the pre service training program for primary school physical education teachers in China will be a theoretical reference for the development of talent training programs for the pre service education units of primary school PE teachers. Seven, the current training objectives of our sports education major are not allowed to be expressed. It is true that the teacher education curriculum in the pre vocational education curriculum system of PE teachers is missing seriously. Eight, to improve the quality of primary school physical education teachers should be taken together from many aspects, such as enrolment, pre service education, entry, post vocational training and so on.
【学位授予单位】：河北师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G623.8;G652
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本文编号：2023085