天水市麦积区小学体育教师职后教育的现状、问题与对策研究
发布时间：2018-11-11 15:06
【摘要】：为了适应社会发展的需要,我国于1999年启动了新一轮的基础教育课程改革。随后,《中小学教师继续教育规定》和《国家中长期教育改革和发展规划纲要(2010-2020年)》相继颁布实施,为中小学教师职后教育提供了政策支持力度。而小学体育教师是小学师资队伍建设的重要组成部分,是学校体育的直接执行者,承担着体育与健康课程(水平1-水平3)的教学任务,对培养学生终生体育意识起着至关重要的作用。因此,加强小学体育教师队伍建设,提高教师专业水平和教学能力,积极开展长期、规范、有效的教师职后培训已成为我国当前一项紧迫而艰巨的任务。教育水平的提高,关键在于教师。教师的发展不是简单的学历教育,而是一项非常复杂的系统工程,需要职前与职后、学历与非学历、教育和自我教育有机地结合起来,形成教师终身教育机制和模式。从教师专业化成长的视角看,我国教师教育中存在着职前教育优于职后教育的问题,而且出现了明显的东西、城乡差异。天水市麦积区位于甘肃省东南部,在经济、教育、文化等方面,麦积区在甘肃位于中游水平,但是与全国相比,仍然属于欠发达地区。为此,本课题欲以天水市麦积区作为田野调查点,重点研究小学体育教师的职后教育问题,旨在为相对贫困地区小学体育教师的发展提供相应的对策和建议。本研究主要运用文献法、调查法、访谈法、数理统计等研究方法,对天水市麦积区小学体育教师职后教育的现状进行了深入的调查研究,结果表明:专职体育教师都有职后教育的经历,但次数不多,近5年参加1-3次职后教育的教师占46.7%;教师职后教育主要有教师进修学校进修、学科骨干教师培训、现代教育信息技术、远程教育、高等学校单科进修5大类,其中63.3%的教师参与了现代教育技术应用类培训,专职体育教师在专业知识、教学方法及技能、新兴体育运动项目知识和技能等方面的职后教育不多;职后教育的形式以传统的课堂讲授和现场观摩为主,其它教学手段的选择与利用不多;在形式上以短期专题培训为主,自我学习效果不佳;3.3%的体育教师参加高等院校的职后教育,相反却有50%的体育教师希望到高等院校进一步提升专业技能,期望与现实不对称;特别是农村大多数体育教师对职后教育的认识不够到位,认为职后教育就是提高教师的学历、完成上级规定的任务、评定职称;51.5%的体育教师认为职后教育对教师的工资、职位的晋升影响不大,致使他们的积极性不高,配合度较差。调查发现,麦积区小学专职体育教师职后教育存在着职后教育目的不明,评价机制不健全;体育教师职后教育机会不多,城乡差异明显;家庭、工作、职后教育三者之间矛盾较大;职后教育缺乏保障机制,经费不足等主要问题。通过剖析问题的根源,最后提出更新观念,重新认识职后教育;制定科学合理的考核评价监管体系;缩小城乡差异:多渠道、多方位筹集资金,为职后教育提供保障;加强职后教育师资队伍的建设工作;建立教师职后教育基地和网络的具体对策,供各级教育主管部门、学校和体育教师参考借鉴。
[Abstract]:In order to meet the needs of social development, a new round of basic education curriculum reform was launched in 1999. Subsequently, the provisions for the continuing education of the primary and secondary school teachers and the national medium-and long-term education reform and development planning framework (2010-2020) have been promulgated and implemented successively to provide policy support for the post-secondary education of primary and secondary school teachers. The primary school physical education teacher is an important part of the construction of the primary school teachers, is the direct executor of the school physical education, and undertakes the teaching task of the physical and health course (level 1-level 3), and plays an important role in the cultivation of the lifelong physical consciousness of the students. Therefore, strengthening the construction of the primary school physical education teachers, improving the professional level and teaching ability of the teachers, and carrying out the long-term, standardized and effective post-teacher training has become an urgent and arduous task in our country. The key to the improvement of the level of education lies in the teacher. The development of teachers is not a simple education, but a very complex system engineering, which needs to be combined with non-education, education and self-education. From the perspective of the teacher's professional development, the teacher education in our country has the problem that the pre-service education is better than the post-job education, and there are obvious things, the urban and rural difference. The wheat area in Tianshui City is located in the southeast of Gansu. In the aspects of economy, education and culture, the wheat area is located in the middle reaches of Gansu, but it still belongs to the less developed area compared with the whole country. In order to provide the corresponding countermeasures and suggestions for the development of the primary school physical education teachers in the poor areas. This study mainly uses the methods of literature, investigation, interview and mathematical statistics to investigate the present situation of the post-post education of physical education teachers in the primary school of the wheat area of Tianshui City. The results show that the full-time physical education teachers have the experience of post-post education, but the number of them is not much. In the last five years, the number of teachers who took part in 1-3 post-post education accounted for 46.7%; after the teacher's post-job education, there were mainly teachers' training in the school, the training of the backbone teachers, the information technology of modern education, the distance education and the five major classes in the single-family of higher education. 63. 3% of the teachers are involved in the application class training of modern educational technology, and the full-time physical education teachers have no post-post education in the fields of professional knowledge, teaching methods and skills, and the knowledge and skills of emerging sports events. The form of post-post education is mainly based on the traditional classroom teaching and on-site observation. the choice and utilization of other teaching means is not much; in the form of short-term special training, the self-learning effect is not good; 3. 3% of the physical education teachers attend post-post education of the higher education institutions, but 50% of the PE teachers hope to further improve the professional skills in the higher education institutions, The expectation and reality are not symmetrical; in particular, most of the teachers in the countryside do not know enough about post-job education, and the post-job education is to improve the degree of the teacher, to finish the tasks specified by the superior, and to get the title of the teacher; and 51.5% of the PE teachers take the post-duty education as the teacher's salary, The influence of the promotion of the position is not large, so that the enthusiasm of the position is not high and the cooperation degree is poor. The investigation found that the post-post education of the full-time physical education teacher in the primary school of the wheat area is not clear, the evaluation mechanism is not perfect, the post-post education of the physical education teacher is not more, the difference between the urban and rural areas is obvious, the contradiction between the family, the work and the post-employment education is large, and the post-employment education lacks the safeguard mechanism, and the main problems such as insufficient funds and the like are solved. Through the analysis of the root cause of the problem, the author put forward the concept of renewal, and re-know the post-post education, and set up a scientific and reasonable evaluation and supervision system, and the difference of the urban and rural areas: the multi-channel and multi-direction fund raising, the guarantee of post-post education, and the construction of the post-post-post-post-education teachers; The concrete measures to establish the post-post education base and network for teachers should be used for reference by the competent departments of education at all levels, the schools and the physical education teachers at all levels.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8
本文编号：2325219
[Abstract]:In order to meet the needs of social development, a new round of basic education curriculum reform was launched in 1999. Subsequently, the provisions for the continuing education of the primary and secondary school teachers and the national medium-and long-term education reform and development planning framework (2010-2020) have been promulgated and implemented successively to provide policy support for the post-secondary education of primary and secondary school teachers. The primary school physical education teacher is an important part of the construction of the primary school teachers, is the direct executor of the school physical education, and undertakes the teaching task of the physical and health course (level 1-level 3), and plays an important role in the cultivation of the lifelong physical consciousness of the students. Therefore, strengthening the construction of the primary school physical education teachers, improving the professional level and teaching ability of the teachers, and carrying out the long-term, standardized and effective post-teacher training has become an urgent and arduous task in our country. The key to the improvement of the level of education lies in the teacher. The development of teachers is not a simple education, but a very complex system engineering, which needs to be combined with non-education, education and self-education. From the perspective of the teacher's professional development, the teacher education in our country has the problem that the pre-service education is better than the post-job education, and there are obvious things, the urban and rural difference. The wheat area in Tianshui City is located in the southeast of Gansu. In the aspects of economy, education and culture, the wheat area is located in the middle reaches of Gansu, but it still belongs to the less developed area compared with the whole country. In order to provide the corresponding countermeasures and suggestions for the development of the primary school physical education teachers in the poor areas. This study mainly uses the methods of literature, investigation, interview and mathematical statistics to investigate the present situation of the post-post education of physical education teachers in the primary school of the wheat area of Tianshui City. The results show that the full-time physical education teachers have the experience of post-post education, but the number of them is not much. In the last five years, the number of teachers who took part in 1-3 post-post education accounted for 46.7%; after the teacher's post-job education, there were mainly teachers' training in the school, the training of the backbone teachers, the information technology of modern education, the distance education and the five major classes in the single-family of higher education. 63. 3% of the teachers are involved in the application class training of modern educational technology, and the full-time physical education teachers have no post-post education in the fields of professional knowledge, teaching methods and skills, and the knowledge and skills of emerging sports events. The form of post-post education is mainly based on the traditional classroom teaching and on-site observation. the choice and utilization of other teaching means is not much; in the form of short-term special training, the self-learning effect is not good; 3. 3% of the physical education teachers attend post-post education of the higher education institutions, but 50% of the PE teachers hope to further improve the professional skills in the higher education institutions, The expectation and reality are not symmetrical; in particular, most of the teachers in the countryside do not know enough about post-job education, and the post-job education is to improve the degree of the teacher, to finish the tasks specified by the superior, and to get the title of the teacher; and 51.5% of the PE teachers take the post-duty education as the teacher's salary, The influence of the promotion of the position is not large, so that the enthusiasm of the position is not high and the cooperation degree is poor. The investigation found that the post-post education of the full-time physical education teacher in the primary school of the wheat area is not clear, the evaluation mechanism is not perfect, the post-post education of the physical education teacher is not more, the difference between the urban and rural areas is obvious, the contradiction between the family, the work and the post-employment education is large, and the post-employment education lacks the safeguard mechanism, and the main problems such as insufficient funds and the like are solved. Through the analysis of the root cause of the problem, the author put forward the concept of renewal, and re-know the post-post education, and set up a scientific and reasonable evaluation and supervision system, and the difference of the urban and rural areas: the multi-channel and multi-direction fund raising, the guarantee of post-post education, and the construction of the post-post-post-post-education teachers; The concrete measures to establish the post-post education base and network for teachers should be used for reference by the competent departments of education at all levels, the schools and the physical education teachers at all levels.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.8
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