本文關(guān)鍵詞：教育部直屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案分析研究，，由筆耕文化傳播整理發(fā)布。

        2007年3月5日,國(guó)務(wù)院總理溫家寶在十屆全國(guó)人大五次會(huì)議作政府工作報(bào)告時(shí)提出：“為了促進(jìn)教育發(fā)展和教育公平,將在教育部直屬師范大學(xué)實(shí)行師范生免費(fèi)教育,建立相應(yīng)的師范生免費(fèi)教育制度。免費(fèi)師范生教育政策是進(jìn)一步形成尊師重教濃厚氣氛的一項(xiàng)示范性舉措,它的實(shí)施具有重大的科教興國(guó)戰(zhàn)略意義”[1]。師范生免費(fèi)教育政策實(shí)施的目的是在基礎(chǔ)教育整體水平發(fā)展不平衡的今天,促進(jìn)基礎(chǔ)教育的改革發(fā)展,進(jìn)一步促進(jìn)教育公共平性,重視城鄉(xiāng)基礎(chǔ)教育改革與發(fā)展,促使城鄉(xiāng)教育能夠協(xié)調(diào)發(fā)展。師范生免費(fèi)教育政策下,體育教育專業(yè)免費(fèi)師范生的培養(yǎng)目標(biāo)要通過(guò)體育教育專業(yè)培養(yǎng)方案合理設(shè)置與實(shí)施來(lái)實(shí)現(xiàn),體育教育專業(yè)的培養(yǎng)方案的優(yōu)化決定著培養(yǎng)目標(biāo)的實(shí)現(xiàn)及人才培養(yǎng)的質(zhì)量。本文以我國(guó)教育部直屬師范大學(xué)包括陜西師范大學(xué)、西南大學(xué)、北京師范大學(xué)、華中師范大學(xué)、華東師范大學(xué)和東北師范大學(xué)(以下簡(jiǎn)稱陜西師大、西南大學(xué)、北京師大、華中師大、華東師大和東北師大)的體育教育專業(yè)培養(yǎng)方案為研究對(duì)象,分析師范生免費(fèi)教育政策下部屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案的現(xiàn)狀,采用文獻(xiàn)綜述法、數(shù)理統(tǒng)計(jì)法、邏輯對(duì)比法、秩和比評(píng)價(jià)法等研究方法,概述了社會(huì)、人才培養(yǎng)目標(biāo)和課程設(shè)置之間的關(guān)系,分析部屬師范大學(xué)體育教育專業(yè)培養(yǎng)目標(biāo)、人才規(guī)格、課程設(shè)置(通識(shí)課程模塊、專業(yè)課程模塊、教師教育課程模塊、實(shí)踐課程模塊)等內(nèi)容,探討各部屬師范大學(xué)體育教育專業(yè)課程設(shè)置的特點(diǎn)得出以下結(jié)論：(1)部屬師范大學(xué)體育教育專業(yè)培養(yǎng)目標(biāo)基本符合當(dāng)前社會(huì)對(duì)人才需求的主流思想；人才培養(yǎng)規(guī)格基本反映了培養(yǎng)目標(biāo)的要求。人才培養(yǎng)目標(biāo)定位不夠明確,人才培養(yǎng)要求中對(duì)法律修養(yǎng)、道德人格和審美素質(zhì)方面重視不夠。(2)在體育教育專業(yè)課程結(jié)構(gòu)比例分配方面,與增加選修課程比例的當(dāng)前高校體育課程改革發(fā)展的趨勢(shì)不相適應(yīng)。(3)在體育教育專業(yè)課程學(xué)時(shí)與學(xué)分分配方面,西南大學(xué)課程學(xué)時(shí)分配綜合水平較高,華中師大在課程學(xué)分分配上綜合水平較高。部屬師范大學(xué)在學(xué)時(shí)分配上規(guī)范了不同模塊課程總學(xué)時(shí)與總學(xué)分,在不同模塊課程學(xué)時(shí)與學(xué)分分配上存在著不足的地方。(4)在通識(shí)模塊選修課程與必修課程設(shè)置方面,陜西師大在通識(shí)模塊必修課程學(xué)時(shí)與學(xué)分分配綜合水平較為合理,華中師大在通識(shí)模塊選修課程學(xué)時(shí)與學(xué)分分配綜合水平較為合理。分析顯示通識(shí)必修模塊課程開(kāi)設(shè)陳舊、涉及學(xué)科知識(shí)范圍較窄。(5)學(xué)科基礎(chǔ)模塊課程設(shè)置方面,東北師大在學(xué)科基礎(chǔ)模塊課程學(xué)時(shí)學(xué)分設(shè)置綜合水平較高。為適應(yīng)基礎(chǔ)體育教育課程新課標(biāo)的需要,六所部屬師范院校在學(xué)科基礎(chǔ)模塊都做出了調(diào)整,缺乏與基礎(chǔ)教育課程改革相聯(lián)系的課程。(6)在專業(yè)模塊課程方面,北京師大在專業(yè)必修課程學(xué)時(shí)學(xué)分分配綜合水平較高,華中師大在專業(yè)選修課程學(xué)時(shí)學(xué)分分配上綜合水平較高。專業(yè)模塊課程學(xué)分分配值下降,專業(yè)模塊選修課程內(nèi)容類型不平衡。(7)在教師教育模塊課程方面,部屬師范大學(xué)在教師教育課程設(shè)置不夠合理,教師教育課程必修與選修課程開(kāi)設(shè)不足,課程學(xué)時(shí)學(xué)分分配比例偏低。在實(shí)踐模塊方面,部屬師范大學(xué)科研內(nèi)容與實(shí)踐時(shí)間安排相對(duì)集中,教育實(shí)習(xí)課時(shí)缺乏規(guī)范性。(8)對(duì)部屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案結(jié)構(gòu)分檔排序的分析,華中師大在培養(yǎng)方案課程設(shè)置的綜合水平較高,其他部屬師范大學(xué)制定培養(yǎng)方案可進(jìn)行參考。針對(duì)部屬師范大學(xué)體育教育專業(yè)課程方案中存在的一些問(wèn)題提出了一些優(yōu)化措施的建議：(1)結(jié)合我國(guó)基礎(chǔ)教育現(xiàn)狀及需求、免費(fèi)師范生實(shí)習(xí)平臺(tái)和師范畢業(yè)生反饋信息等進(jìn)行研討,制定具有針對(duì)性和指導(dǎo)性強(qiáng)的體育教育專業(yè)免費(fèi)師范生培養(yǎng)目標(biāo)和培養(yǎng)規(guī)格。(2)部屬師范大學(xué)體育教育專業(yè)課程設(shè)置上,課程設(shè)置要以免費(fèi)師范生教育的培養(yǎng)目標(biāo)為導(dǎo)向,結(jié)合基礎(chǔ)教學(xué)改革發(fā)展實(shí)際、學(xué)校綜合優(yōu)勢(shì)、地域特點(diǎn)和學(xué)生實(shí)踐經(jīng)驗(yàn)反饋來(lái)整合和優(yōu)化課程,著重開(kāi)發(fā)與基礎(chǔ)教學(xué)緊密聯(lián)系的課程。(3)在通識(shí)教育模塊課程中,要合理利用免費(fèi)師范大學(xué)具有綜合性學(xué)科體系的資源,開(kāi)設(shè)豐富的學(xué)校通識(shí)平臺(tái)課程供學(xué)生研修,合理調(diào)整通識(shí)模塊平臺(tái)課程結(jié)構(gòu),優(yōu)化各學(xué)科課程分配,滿足體育教育專業(yè)學(xué)生共同的需求,并且從制度上規(guī)范與滿足學(xué)生對(duì)通識(shí)模塊選修課的需求。(4)在學(xué)科基礎(chǔ)模塊課程課程設(shè)置中,豐富課程內(nèi)容體現(xiàn)其學(xué)科基礎(chǔ)性,適當(dāng)增加地方性特色的項(xiàng)目、滿足基礎(chǔ)體育教育課程改革的需求。在專業(yè)模塊課程方面,在選修課課程設(shè)置上給予一定的自由度,主項(xiàng)選修課和副項(xiàng)選修課的設(shè)置,根據(jù)社會(huì)和基礎(chǔ)教育體育發(fā)展的需要有所變更,在必要時(shí)允許補(bǔ)充或替換。(5)部屬師范大學(xué)體育教育專業(yè)課程設(shè)置要著力突出“師范”特性,拓展教師教育模塊課程,豐富教師教育知識(shí)理論,拓寬教育教學(xué)實(shí)踐模式,增加教師教育課程學(xué)時(shí)學(xué)分分配比重,制定可行的教育教學(xué)實(shí)習(xí)的方案。合理分配教育實(shí)踐時(shí)間,加強(qiáng)教育實(shí)踐管理,建立有效的實(shí)踐反饋平臺(tái),提高教育實(shí)踐的質(zhì)量。(6)師范生免費(fèi)教育政策下,部屬師范大學(xué)要根據(jù)實(shí)際情況豐富體育教育專業(yè)人才培養(yǎng)模式,深化研討體育專業(yè)課程教學(xué),豐富體育教育專業(yè)免費(fèi)師范生培養(yǎng)措施,加強(qiáng)校際合作,促進(jìn)部屬師范大學(xué)優(yōu)秀成果之間的學(xué)習(xí)和交流,將培養(yǎng)過(guò)程中實(shí)踐反饋的研究成果加以總結(jié),推動(dòng)體育教育專業(yè)培養(yǎng)方案合理構(gòu)建進(jìn)程。

    This article take our country Normal University under the Ministry of education including the Shaanxi Normal University, Southwestern University, Beijing Normal University, Huazhong Normal University, East China Normal University and Northeast Normal University (hereinafter referred to as the Shaanxi Normal University, Beijing Normal University, the Southwestern University, Huazhong Normal University, East China Normal University and Northeast Normal University) physical education professional training programs as the research object, analysis of normal students free education policy subordinates for physical education major of normal university the current situation of cultivation scheme, using the method of literature, mathematical statistics, logic comparison method, RSR evaluation methods, outlines the social, personnel training goals and curriculum setting for the relationship between subordinates, analysis of normal university physical education professional training target, talent standard, curriculum (general courses, professional courses module module, teacher education curriculum module, practice curriculum module) and other content, discuss the subordinate normal university physical education curriculum setting characteristics come to the following conclusions:(1) The subordinate normal university sports education specialized training goal basically accord with the needs of society for talents of mainstream ideology; personnel training specification basically reflects the demand that develops a target. The positioning of talent training objective is not clear; the requirement of talent cultivation of legal culture, moral personality and aesthetic quality of attention.(2) In physical education curriculum structure proportion, and increase the proportion of elective courses in the current university sports curriculum reform and development trend does not suit.(3) In the physical education specialty course hours and credits distribution, Southwestern University course assignment of integrated level is higher, the central China Normal University in the course credit allocation integrated level high. The subordinate Normal University in the period distribution for different module courses total hours and total credits, in different period and credit allocation module courses exist deficiencies. (4) In the general module of elective courses and required courses, Shaanxi Normal University in general module course hours and credits assigned comprehensive level is more reasonable, Huazhong Normal University elective courses in general module period and credit allocation more reasonable comprehensive level. Analysis showed that general required courses, involving the old module with a narrow range of subject knowledge.(5) The subject foundation of module curriculum, Northeast Normal University in basic module course credits provided comprehensive higher level. In order to meet the basic physical education curriculum new curriculum needs, six subordinate normal colleges in the basic modules are adjusted, the lack of curriculum reform of basic education is linked to the course.(6) In the professional curriculum, Beijing Normal University in the professional required course credits assigned comprehensive level is higher, the central China Normal University in major elective credits distribution integrated level high. The professional module course credit allocation value drops, professional module elective course content types imbalance.(7) In the teacher education curriculum, the subordinate Normal University Teacher Education in the curriculum is not reasonable, the curriculum of teacher education compulsory and elective courses, course credits assigned low proportion. In the practice of module, the subordinate normal university scientific research content and practice time is relatively concentrated, the lack of normative education practice class.(8) To the subordinate normal university sports education specialized training program structure file sort of analysis, central China Normal University in training program curriculum integrated level is higher, the other subordinate Normal University to develop training programs for reference.For the subordinate normal university curriculum program of physical education in some of the problems put forward some optimized measures:(1) In combination with China’s basic education condition and requirement, free normal students practice platform and normal graduates feedback information for research, to develop targeted and guidance of physical education specialty of high normal students free training objectives and specifications.(2)The subordinate normal university physical education curriculum, the curriculum to normal students free education as the guidance, combining with the basic education reform and development is actual, comprehensive school advantage, regional characteristics and students’ practical experience feedback to integrate and optimize curriculum, focusing on the development and basic teaching close relation course.(3) In the general education curriculum, to make rational use of free normal university is a comprehensive discipline system resources, provided rich school general platform courses for students to study, reasonable adjust general platform module curriculum structure, optimize the curriculum assignment, meet the students majoring in Physical Education in common needs, and from the system on the norm and students to meet the general module elective demand.(4) In the basic module curriculum curriculum, enriching course content reflects the subject basis, appropriate to increase the local characteristics of the project, meet the basic physical education curriculum reform demand. The professional module courses, in the setting of elective courses to give a certain degree of freedom, the pursuit of elective courses and elective setting, according to the social and physical education development needs to change, if necessary to allow to supplement or replace.(5) The subordinate normal university physical education curriculum should focus on highlighting" normal" characteristic, expand teacher education curriculum modules, enrich teacher education theory of knowledge, widen the educational teaching practice mode, increase teacher education curriculum credits allocated proportion, to develop a viable teaching practice scheme. Reasonable allocation of educational practice time, strengthen educational practice management, establishment of effective practice feedback platform, improve education quality.(6) Under normal students free education policy, the subordinate normal university according to the actual situation of rich talent cultivation model for physical education, deepen the research of PE curriculum teaching for physical education major, rich of free normal students training measures, strengthen intercollegiate cooperation, promote the normal university outstanding achievement between learning and communication, will in the process of training practice with feedback the research results are summarized, promoting physical education professional training programs reasonable construction process.

教育部直屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案分析研究

摘要3-6Abstract6-81 前言11-16    1.1 選題依據(jù)11-12    1.2 研究意義12-13    1.3 國(guó)內(nèi)外體育教育專業(yè)培養(yǎng)方案研究現(xiàn)狀13-16        1.3.1 國(guó)外體育教育專業(yè)培養(yǎng)方案研究現(xiàn)狀13-14        1.3.2 國(guó)內(nèi)體育教育專業(yè)培養(yǎng)方案研究現(xiàn)狀14-162 研究對(duì)象與方法16-18    2.1 研究對(duì)象16    2.2 研究方法16-18        2.2.1 文獻(xiàn)綜述法16        2.2.2 數(shù)理統(tǒng)計(jì)法16        2.2.3 邏輯分析法16        2.2.4 秩和比評(píng)價(jià)法16-183 分析與討論18-53    3.1 培養(yǎng)目標(biāo)及培養(yǎng)規(guī)格分析18-24        3.1.1 社會(huì)需求、培養(yǎng)目標(biāo)和課程設(shè)置關(guān)系分析18-19        3.1.2 體育教育本科專業(yè)課程方案(教學(xué)計(jì)劃)的培養(yǎng)目標(biāo)19-20        3.1.3 部屬師范大學(xué)體育教育專業(yè)人才培養(yǎng)目標(biāo)20-22        3.1.4 部屬師范大學(xué)體育教育專業(yè)人才培養(yǎng)規(guī)格22-24    3.2 體育教育專業(yè)培養(yǎng)方案的課程設(shè)置24-28        3.2.1 體育教育專業(yè)課程結(jié)構(gòu)24-26        3.2.2 體育教育專業(yè)培養(yǎng)方案中課程比例分析26-28    3.3 體育教育專業(yè)課程學(xué)時(shí)、學(xué)分分析28-33        3.3.1 體育教育專業(yè)課程學(xué)時(shí)28-31        3.3.2 體育教育專業(yè)課程學(xué)分31-33    3.4 體育教育專業(yè)課程模塊33-51        3.4.1 體育教育專業(yè)課程通識(shí)模塊33-37        3.4.2 體育教育專業(yè)學(xué)科基礎(chǔ)模塊課程37-40        3.4.3 體育教育專業(yè)專業(yè)課程模塊40-46        3.4.4 體育教育專業(yè)教師教育模塊課程46-49        3.4.5 體育教育專業(yè)課程實(shí)踐模塊49-50        3.4.6 體育教育專業(yè)課程各學(xué)期開(kāi)課門數(shù)50-51    3.5 部屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案結(jié)構(gòu)分檔排序51-534 結(jié)論與建議53-55    4.1 結(jié)論53-54    4.2 建議54-55參考文獻(xiàn)55-59致謝59-60攻讀學(xué)位期間的研究成果60

  本文關(guān)鍵詞：教育部直屬師范大學(xué)體育教育專業(yè)培養(yǎng)方案分析研究，由筆耕文化傳播整理發(fā)布。