發(fā)布時(shí)間：2018-03-28 00:32

  本文選題：特殊體育教師　切入點(diǎn)：教師教育　出處：《福建師范大學(xué)》2016年博士論文

【摘要】：特殊體育教師專業(yè)化是當(dāng)今世界特殊體育教師教育的重要發(fā)展趨勢(shì)。為了促進(jìn)我國(guó)特殊體育教師的專業(yè)化發(fā)展,本文運(yùn)用文獻(xiàn)資料分析、調(diào)查、特爾斐等方法,從教師專業(yè)化視角,對(duì)特殊體育教師的專業(yè)化內(nèi)涵、我國(guó)的特殊體育教師教育制度、在職教師專業(yè)化狀況等進(jìn)行了調(diào)查、研究,并對(duì)美國(guó)、歐洲部分國(guó)家和臺(tái)灣地區(qū)特殊體育教師教育狀況進(jìn)行了梳理,總結(jié)了其發(fā)展特點(diǎn)與趨勢(shì),繼而構(gòu)建了我國(guó)的《特殊體育教師專業(yè)標(biāo)準(zhǔn)》這一特殊體育教師專業(yè)化過程中的關(guān)鍵環(huán)節(jié),并結(jié)合上述研究提出了我國(guó)特殊體育教師專業(yè)化的發(fā)展路徑。具體結(jié)論如下：(1)特殊體育教師與普通體育教師相比,在教學(xué)理念、實(shí)施教育時(shí)對(duì)學(xué)生的前提假設(shè)、責(zé)任范圍以及兩者知識(shí)背景這幾個(gè)方面都存在很大不同,這種差異性也正是特殊體育教師專業(yè)性的體現(xiàn)。特殊體育教師專業(yè)化的內(nèi)涵主要體現(xiàn)在他們所具有的知識(shí)結(jié)構(gòu)、能力結(jié)構(gòu)以及對(duì)倫理道德的要求方面,其專業(yè)化就是其知識(shí)結(jié)構(gòu)、能力結(jié)構(gòu)以及對(duì)倫理道德提高與完善的過程。(2)美國(guó)、歐洲部分國(guó)家和臺(tái)灣地區(qū)的特殊體育教師教育,呈現(xiàn)高學(xué)歷化；重視其專業(yè)課程及相關(guān)信息資源建設(shè)和融合教育能力、實(shí)踐能力的培養(yǎng)；注重以法律法規(guī)為導(dǎo)向來(lái)保障特殊體育教師的教育；其發(fā)展得益于政府、專業(yè)團(tuán)體或組織的支持；培養(yǎng)方式呈現(xiàn)多元化；并且都已用(美國(guó)、歐洲)或希望用(臺(tái)灣地區(qū))專業(yè)標(biāo)準(zhǔn)來(lái)引導(dǎo)特殊體育教師的專業(yè)化�；诖�,我國(guó)必須從完善、細(xì)化有關(guān)法律法規(guī)或規(guī)章制度、爭(zhēng)取政府層面的支持、采用開放且多樣化的培養(yǎng)方式、制定教師專業(yè)標(biāo)準(zhǔn)、發(fā)展教師資格認(rèn)證制度、加強(qiáng)專業(yè)化課程研究、組建專業(yè)團(tuán)體、加強(qiáng)相關(guān)信息資源建設(shè)、注重融合教育的需要這幾個(gè)方面著手以加以強(qiáng)化。(3)總體上看,我國(guó)相關(guān)法律法規(guī)對(duì)特殊體育教師教育問題作出了一些規(guī)定,但表述比較籠統(tǒng),針對(duì)性有待提高；對(duì)特殊體育的學(xué)科定位不夠準(zhǔn)確；各高校在專業(yè)培養(yǎng)目標(biāo)設(shè)定上過于寬泛；對(duì)學(xué)生基本素質(zhì)和具體實(shí)踐能力的要求需要進(jìn)一步明確；具有專業(yè)特色的課程設(shè)置不足；對(duì)實(shí)踐環(huán)節(jié)重視不夠；對(duì)體育術(shù)科重視程度差異較大；選修課程設(shè)置比例較低。并且,專業(yè)教師較少；專業(yè)教材建設(shè)有待加強(qiáng)；且教師進(jìn)修機(jī)會(huì)較少；缺乏內(nèi)源性動(dòng)力。入職方面,還未形成完善的資格認(rèn)證制度；職后培訓(xùn)不足。(4)對(duì)我國(guó)特殊教育學(xué)�，F(xiàn)任體育教師的進(jìn)一步調(diào)查表明：其專業(yè)化水平還有待提高,主要表現(xiàn)為具有特殊體育教育專業(yè)背景的教師少；平均執(zhí)教時(shí)間較短；缺乏進(jìn)修和科研動(dòng)力。綜合上述對(duì)我國(guó)特殊體育教師教育總體狀況及對(duì)現(xiàn)任特殊體育教師教育狀況的調(diào)查分析,發(fā)現(xiàn)影響其專業(yè)化的主要因素為：(1)社會(huì)層面：對(duì)特殊體育教育的認(rèn)識(shí)與理解存在偏頗以及對(duì)其專業(yè)性認(rèn)識(shí)不足；(2)國(guó)家層面：職前培養(yǎng)制度缺乏頂層設(shè)計(jì)、缺乏相應(yīng)的專業(yè)標(biāo)準(zhǔn)和資格認(rèn)證制度、職后培訓(xùn)不足；(3)學(xué)校層面：激勵(lì)與支持不足；(4)個(gè)人層面：缺乏內(nèi)源動(dòng)力。(5)構(gòu)建了我國(guó)特殊體育教師專業(yè)標(biāo)準(zhǔn),其框架包括3個(gè)一級(jí)指標(biāo)(專業(yè)知識(shí)、專業(yè)能力和專業(yè)倫理)；13個(gè)二級(jí)指標(biāo)(通識(shí)性知識(shí)、教育科學(xué)知識(shí)、學(xué)科專業(yè)知識(shí)、實(shí)踐性知識(shí)、對(duì)殘疾學(xué)生的鑒定與評(píng)量、教學(xué)與指導(dǎo)能力、倡導(dǎo)與咨詢、溝通與合作能力、自我反思與發(fā)展能力、職業(yè)理念與態(tài)度、對(duì)待學(xué)生的態(tài)度與行為、自我發(fā)展、個(gè)人修養(yǎng)與專業(yè)心理素質(zhì))；92個(gè)三級(jí)指標(biāo)。(6)據(jù)前述調(diào)查及對(duì)現(xiàn)實(shí)國(guó)情的分析：我國(guó)職前培養(yǎng)本科階段采用模塊式培養(yǎng)模式、“3+1”或“2+2”培養(yǎng)模式;研究生階段采用“4+2”培養(yǎng)模式、“4+1+2”培養(yǎng)模式較為合適；入職方面要建立我國(guó)特殊體育教師資格認(rèn)證制度；職后教育采用“教培研”一體化模式、校地合作一區(qū)域?qū)幽Ｊ�、校際聯(lián)動(dòng)模式較為合適。并且需要社會(huì)層面——社會(huì)文化環(huán)境的改變；國(guó)家層面——政策、法律的制定與完善；制度層面——職前、入職、職后教育一體化的制度設(shè)計(jì)；學(xué)校層面——領(lǐng)導(dǎo)支持、個(gè)人層面——自我成長(zhǎng)及組建特殊體育教師自己的專業(yè)組織這些方面的支持。
[Abstract]:In order to promote the professional development of special physical education teachers in our country , this paper makes a survey and research on the educational status of special physical education teachers in our country .
Attention should be paid to the training of its professional courses and related information resources construction and integration education ability and practical ability ;
Pay attention to the orientation of laws and regulations to guarantee the education of special physical education teachers ;
Its development benefits from the support of Governments , professional groups or organizations ;
and the culture mode is diversified ;
On the whole , the relevant laws and regulations of our country have made some provisions on the education of special physical education teachers , but the formulation is more general and the pertinence needs to be improved ;
The orientation of the subject of special physical education is not accurate enough ;
Each university is too broad in the setting of professional training goal ;
The requirement of students ' basic quality and specific practical ability needs to be further clarified ;
Lack of curriculum setup with professional characteristics ;
Insufficient attention should be paid to the practical links ;
There is a great difference in the degree of attention to the physical education .
The proportion of elective courses is low , and the number of professional teachers is less .
The construction of specialized teaching materials needs to be strengthened ;
and the opportunity for teacher training is less ;
Lack of endogenous power . In terms of entry , there has been no sound qualification system ;
The lack of post - service training . ( 4 ) Further investigation of current PE teachers in special education schools in China shows that the professional level is still to be improved , which is mainly represented as few teachers with special physical education background .
the average teaching time is shorter ;
Based on the analysis of the general situation of special physical education teachers in our country and the investigation and analysis of the current situation of special physical education teachers , it is found that the main factors that influence their specialization are : ( 1 ) Social dimension : the misunderstanding of the cognition and understanding of special physical education ;
( 2 ) At the national level : the pre - service training system lacks the top - level design , lacks the corresponding professional standards and qualification certification system , and the post - service training is insufficient ;
( 3 ) School level : lack of motivation and support ;
( 4 ) Personal level : lack of endogenous power . ( 5 ) The professional standard of special sports teachers in China is constructed , and its framework includes three primary indicators ( professional knowledge , professional ability and professional ethics ) ;
13 secondary indicators ( general knowledge , scientific knowledge of education , knowledge of academic disciplines , practical knowledge , identification and evaluation of students with disabilities , teaching and guidance , advocacy and consultation , communication and cooperation , self - reflection and development , professional ideas and attitudes , attitudes and behaviour towards students , self - development , personal cultivation and professional psychological quality ) ;
( 6 ) According to the above - mentioned investigation and the analysis of the actual situation of reality , the mode of modular culture , " 3 + 1 " or " 2 + 2 " culture mode is adopted at the undergraduate stage of pre - vocational training in China ; the " 4 + 2 " culture mode is adopted in the post - graduate phase , and the " 4 + 1 + 2 " culture mode is suitable ;
To establish the qualification system of special sports teachers in China ;
Post - service education adopts the integration mode of " teaching culture and research " , it is suitable for school to cooperate with a regional docking mode , and the social stratification _ social culture environment needs to be changed .
State level _ policy , the formulation and perfection of law ;
System level _ Pre - service , post - service , post - service education integration system design ;
School level _ leadership support , personal level _ self - growth and support for the formation of specialized sports teachers ' own professional organizations .

【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G807.4
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本文編號(hào)：1673982