【摘要】： 本文是在文獻(xiàn)資料法,專家訪談法與邏輯推理法的基礎(chǔ)之上,以教育學(xué)、社會學(xué)、體育學(xué)等學(xué)科理論為理論基礎(chǔ),對教師專業(yè)化的歷程,概念,階段劃分,標(biāo)準(zhǔn)及研究的相關(guān)誤區(qū)和批判介紹基礎(chǔ)上,結(jié)合體育教師專業(yè)化的研究及教師身份認(rèn)同的相關(guān)研究,對于教師及體育教師是否是一種專業(yè),對于體育教師身份認(rèn)同的原因及體育教師認(rèn)同的內(nèi)容等問題給予了回答。 并提出:教師可以是專業(yè)人員,體育教師職業(yè)可以成為專業(yè),但是教師以及體育教師不是專業(yè),而是一種身份。本文認(rèn)為體育教師專業(yè)化的研究當(dāng)中存在對于“教師專業(yè)化的理論”的“拿來”取向,缺少必要的分析與反思,并且認(rèn)為在體育教師專業(yè)化研究當(dāng)中過于注重體育教師的群體專業(yè)化,忽略了體育教師個體的專業(yè)發(fā)展。雖然應(yīng)將專業(yè)作為體育教師職業(yè)的一種身份的認(rèn)同,但是在體育教師專業(yè)化的相關(guān)研究當(dāng)中筆者發(fā)現(xiàn),對于怎么樣成為一種專業(yè)以及為什么體育教師要將專業(yè)作為自己的身份等問題還缺少必要的反思與思考。這也是本文研究體育教師是身份認(rèn)同的出發(fā)點所在。 本人認(rèn)為,體育教師對于自我身份認(rèn)同是促使其個體專業(yè)化發(fā)展的重要因素,體育教師自我身份認(rèn)同的內(nèi)容是對于“我是教師”這個問題的深刻反思與理解,同時,這也是體育教師專業(yè)化研究的前提性問題。并且對于自我身份認(rèn)同的形成也是由于學(xué)科亞文化所形成的“我是體育教師”這樣認(rèn)同的一種否定。此外,體育教師的自我身份認(rèn)同的內(nèi)容應(yīng)源于自我的工作特征是“教育與教學(xué)”,以及由此而對教師工作的專業(yè)自覺,這對于體育教師在體育課程改革當(dāng)中的困惑抗拒,對于體育教學(xué)當(dāng)中存在的“無人、無生命”現(xiàn)象也是一種良好的解決方法。 全文分為四個部分: 第一部分為研究的緣起與相關(guān)概念界定,主要說明了為什么研究“教師專業(yè)化與體育教師身份認(rèn)同”這個題目;以及本文當(dāng)中的一些重要的概念。 第二部分為對于教師專業(yè)化研究的介紹與反思,以及對于體育教師專業(yè)化相關(guān)研究的梳理與批判。 第三部分是對于教師專業(yè)化與體育教師專業(yè)化反思的基礎(chǔ)上,結(jié)合教師身份認(rèn)同的相關(guān)研究,主要說明了為什么要進(jìn)行體育教師身份認(rèn)同,體育教師身份認(rèn)同與體育教師專業(yè)化的關(guān)聯(lián),以及體育教師身份認(rèn)同什么等問題。 第四部分為本文的結(jié)語與參考文獻(xiàn)和致謝。
[Abstract]:On the basis of literature method, expert interview method and logical reasoning method, based on the theory of pedagogy, sociology, physical education and other disciplines, this paper introduces the course, concept, stage division, standards and related misunderstandings and critical introduction of teacher specialization, combined with the research of physical education teacher specialization and the related research of teacher identity, whether teachers and physical education teachers are a kind of specialty. This paper gives answers to the reasons for the identity of physical education teachers and the contents of physical education teachers' identity. It is pointed out that teachers can be professionals and physical education teachers can become professionals, but teachers and physical education teachers are not professional, but a kind of identity. This paper holds that there is a "bring-in" orientation to the "theory of teacher specialization" in the study of physical education teacher specialization, and that there is a lack of necessary analysis and reflection, and that too much attention is paid to the group specialization of physical education teachers in the study of physical education teacher specialization, neglecting the individual professional development of physical education teachers. Although specialty should be regarded as an identity of physical education teacher profession, in the related research of physical education teacher specialization, the author finds that there is still a lack of necessary reflection and thinking on how to become a major and why physical education teachers should regard specialty as their own identity. This is also the starting point of the study of physical education teachers in this paper. In my opinion, physical education teachers' self-identity is an important factor to promote their individual professional development, and the content of physical education teachers' self-identity is a profound reflection and understanding of the problem of "I am a teacher". At the same time, this is also a prerequisite for the professional research of physical education teachers. And the formation of self-identity is also a negation of "I am a physical education teacher" formed by the subject subculture. In addition, the content of physical education teachers' self-identity should come from the "education and teaching" and the professional consciousness of teachers' work, which is also a good solution to the confusion and resistance of physical education teachers in the reform of physical education curriculum, and to the phenomenon of "no one, no life" in physical education teaching. The full text is divided into four parts: the first part is the origin of the study and the definition of related concepts, mainly explains why the study of "teacher professionalization and physical education teacher identity", as well as some important concepts in this paper. The second part is the introduction and reflection of teacher specialization research, as well as the combing and criticism of physical education teacher specialization research. The third part is on the basis of reflection on teacher specialization and physical education teacher specialization, combined with the related research of teacher identity, mainly explains why physical education teacher identity, the relationship between physical education teacher identity and physical education teacher specialization, and what physical education teacher identity and so on. The fourth part is the conclusion of this paper and references and thanks.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G451.1;G807.0

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