本文選題：全日制體育碩士專業(yè)學(xué)位 + 專業(yè)實(shí)習(xí)��； 參考：《廣州體育學(xué)院》2017年碩士論文

【摘要】：隨著社會(huì)經(jīng)濟(jì)的不斷發(fā)展,體育碩士研究生的教育培養(yǎng)路徑在不斷地完善拓寬,社會(huì)對(duì)高層次、應(yīng)用型體育專門人才的需求越來(lái)越高。為滿足社會(huì)的需求,自2009年起,國(guó)家教育部擴(kuò)大招收以應(yīng)屆本科畢業(yè)生為主的全日制體育碩士專業(yè)學(xué)位研究生,以此來(lái)擴(kuò)大體育碩士專業(yè)學(xué)位的質(zhì)和量。廣州體育學(xué)院于2009年招收首批全日制體育碩士專業(yè)學(xué)位研究生,與教育學(xué)碩士學(xué)位相比,體育碩士專業(yè)學(xué)位起步晚,發(fā)展時(shí)間短。體育碩士專業(yè)學(xué)位研究生在培養(yǎng)方面問(wèn)題層出不窮,各個(gè)培養(yǎng)環(huán)節(jié)都有待完善提高。專業(yè)實(shí)習(xí)作為全日制體育碩士專業(yè)學(xué)位教育的重要環(huán)節(jié),其質(zhì)量的高低直接影響就職后進(jìn)入工作狀態(tài)的快慢。為改進(jìn)廣州體育學(xué)院全日制體育碩士專業(yè)學(xué)位研究生專業(yè)實(shí)習(xí)及提高實(shí)習(xí)質(zhì)量,廣州體育學(xué)院研究生部提出了新的實(shí)習(xí)模式。2015年,還成立了以廣州體育學(xué)院為首的30余家大中小學(xué)“華南地區(qū)體育學(xué)研究生培養(yǎng)聯(lián)盟”,為打造培養(yǎng)華南地區(qū)高層次、應(yīng)用型人才奠定基礎(chǔ)。本研究綜合運(yùn)用文獻(xiàn)資料法、問(wèn)卷調(diào)查法、訪談法、對(duì)比分析法和數(shù)理統(tǒng)計(jì)法等研究方法,對(duì)廣州體育學(xué)院全日制體育碩士專業(yè)學(xué)位研究生新舊實(shí)習(xí)模式下專業(yè)實(shí)習(xí)工作的現(xiàn)狀進(jìn)行調(diào)查,從體育碩士專業(yè)學(xué)位研究生的基本情況,實(shí)習(xí)基地情況,實(shí)習(xí)基地指導(dǎo)老師,專業(yè)實(shí)習(xí)的時(shí)間、內(nèi)容、形式,實(shí)習(xí)保障及實(shí)習(xí)評(píng)價(jià)等多方面進(jìn)行對(duì)比分析,找出新舊實(shí)習(xí)模式存在的問(wèn)題及優(yōu)缺點(diǎn),剖析問(wèn)題產(chǎn)生的原因,提出有針對(duì)性的合理化建議,為改進(jìn)體育碩士專業(yè)學(xué)位研究生實(shí)習(xí)工作,提高專業(yè)實(shí)習(xí)質(zhì)量提供參考。通過(guò)調(diào)查分析研究本文得出以下結(jié)論:(1)新舊兩種實(shí)習(xí)模式各有優(yōu)缺點(diǎn)。舊實(shí)習(xí)模式形式多樣靈活,但存在“走過(guò)場(chǎng)”現(xiàn)象;新實(shí)習(xí)模式形式單一集中,有利于高校集中管理,但實(shí)習(xí)基地類型少且不穩(wěn)定,主要以中小學(xué)為主。部分實(shí)習(xí)基地場(chǎng)地器材設(shè)備不完善,不能完全滿足實(shí)習(xí)生實(shí)習(xí)工作的需求。(2)新實(shí)習(xí)模式比舊實(shí)習(xí)模式對(duì)指派實(shí)習(xí)基地指導(dǎo)老師更有保障,對(duì)其要求更嚴(yán)格,指導(dǎo)態(tài)度更負(fù)責(zé),指導(dǎo)頻數(shù)更多。(3)實(shí)習(xí)生對(duì)專業(yè)實(shí)習(xí)重要性的認(rèn)識(shí)較高,實(shí)習(xí)目的明確,但培養(yǎng)單位和實(shí)習(xí)生實(shí)習(xí)前準(zhǔn)備工作不充分,新實(shí)習(xí)模式實(shí)習(xí)前學(xué)生對(duì)實(shí)習(xí)單位的了解不夠。(4)新舊兩種模式的實(shí)習(xí)時(shí)間都不足,實(shí)習(xí)內(nèi)容單一。實(shí)習(xí)時(shí)長(zhǎng)不符合教育部規(guī)定的不少于1年的實(shí)習(xí)時(shí)間;兩種模式實(shí)習(xí)內(nèi)容主要以體育實(shí)踐課教學(xué)為主,內(nèi)容單一,但呈多元化發(fā)展趨勢(shì)。(5)新舊兩種實(shí)習(xí)模式的實(shí)習(xí)經(jīng)費(fèi)都不足,實(shí)習(xí)單位無(wú)生活保障。大多數(shù)實(shí)習(xí)單位不提供食宿,少數(shù)偏遠(yuǎn)的實(shí)習(xí)單位食宿全部提供或者只提供其一。(6)兩種模式的實(shí)習(xí)評(píng)價(jià)都不夠科學(xué)、系統(tǒng)和全面。參與實(shí)習(xí)成績(jī)?cè)u(píng)定的人員太過(guò)局限,評(píng)定方法沒有量化,主要由評(píng)定人員主觀評(píng)定。
[Abstract]:With the continuous development of social economy, the path of education and training for postgraduates of physical education is constantly improving and widening, and the demand for high-level and applied sports professionals is becoming higher and higher. In order to meet the needs of the society, since 2009, the Ministry of Education has expanded the enrollment of full-time postgraduates of physical education master's degree, which is based on the new undergraduate graduates, in order to expand the quality and quantity of physical education master's professional degree. In 2009, Guangzhou Institute of physical Education enrolled the first batch of full-time physical education master degree graduate students. Compared with the education master degree, the physical education master professional degree started late and the development time was short. There are many problems in the cultivation of the postgraduates of physical Education Master degree, and all the training links need to be improved. As an important link of full-time PE master's degree education, the quality of professional practice directly affects the speed of entering into the work state after taking office. In order to improve the professional practice and improve the quality of the full-time graduate students of physical education in Guangzhou Institute of physical Education, the Graduate Department of Guangzhou Institute of physical Education has proposed a new practice model. In addition, more than 30 universities and primary schools, headed by Guangzhou Institute of physical Education, were established "South China Sports Graduate training Alliance", which laid the foundation for the cultivation of high-level and applied talents in South China. In this study, the methods of literature, questionnaire, interview, comparative analysis and mathematical statistics were used. This paper investigates the current situation of professional practice of full-time physical education master degree graduate students in Guangzhou Institute of physical Education under the new and old practice mode, from the basic situation of postgraduates with master degree in physical education, the practice base situation, the practice base guidance teacher, The time, content, form, practice security and practice evaluation of professional practice are compared and analyzed in order to find out the existing problems, advantages and disadvantages of the new and old practice models, analyze the causes of the problems, and put forward some reasonable suggestions. It provides reference for improving the practice work and improving the quality of professional practice. Through investigation and analysis, this paper draws the following conclusion: (1) the new and old practice models have their own advantages and disadvantages. The old practice model is diversified and flexible, but there exists the phenomenon of "formality"; the new practice mode is single and centralized, which is advantageous to the centralized management of colleges and universities, but the types of practice bases are few and unstable, mainly in primary and secondary schools. (2) the new practice mode is more secure than the old one to assign the guidance teacher of the practice base, and the requirement is more strict, and the guidance attitude is more responsible, because the equipment and equipment of some practice bases are not perfect, and it can not fully meet the needs of the intern practice work, and the new practice mode is more secure than the old one. (3) interns have a higher understanding of the importance of professional practice, and the purpose of practice is clear, but the training units and interns are not fully prepared before practice. Before the new practice mode, the students do not know enough about the unit of practice. 4) the practice time of the new and old models is insufficient, and the content of the practice is single. The duration of the practice does not accord with the practice time of not less than one year stipulated by the Ministry of Education; the content of the two models is mainly physical education practice teaching, but the content is single, but the practice funds of the new and the old models are insufficient. There is no guarantee of living in the unit of practice. Most of the internship units do not provide accommodation and board, and a few remote units provide all or only one of the two models of practice evaluation are not scientific, systematic and comprehensive. The assessment methods are not quantified, but are mainly assessed by the assessors subjectively.
【學(xué)位授予單位】：廣州體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G807.4

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