【摘要】：課程體系是育人活動(dòng)的指導(dǎo)思想,是培養(yǎng)目標(biāo)的具體化和依托,它規(guī)定了培養(yǎng)目標(biāo)實(shí)施的規(guī)劃方案。依據(jù)課程體系中觀層面內(nèi)涵為研究邏輯,以提高運(yùn)動(dòng)訓(xùn)練專(zhuān)業(yè)畢業(yè)生職業(yè)能力為根本目的,通過(guò)專(zhuān)家訪(fǎng)談、問(wèn)卷調(diào)查、統(tǒng)計(jì)測(cè)評(píng)學(xué)等方法,構(gòu)建[我國(guó)高等體育院校運(yùn)動(dòng)訓(xùn)練專(zhuān)業(yè)畢業(yè)生職業(yè)能力模型]并編制測(cè)評(píng)量表對(duì)應(yīng)屆畢業(yè)生實(shí)施測(cè)試,測(cè)試結(jié)果將作為對(duì)運(yùn)動(dòng)訓(xùn)練專(zhuān)業(yè)本科培養(yǎng)課程體系再設(shè)計(jì)的依據(jù)。研究結(jié)果如下：1.辦學(xué)之初所實(shí)行的“大體育系”辦學(xué)模式是運(yùn)動(dòng)訓(xùn)練、體育教育和民族傳統(tǒng)體育專(zhuān)業(yè)畢業(yè)生就業(yè)流向趨同的原因之一。2.我國(guó)高等體育院校運(yùn)動(dòng)訓(xùn)練專(zhuān)業(yè)畢業(yè)生職業(yè)能力模型包括3個(gè)一級(jí)指標(biāo)和13個(gè)二級(jí)指標(biāo)：專(zhuān)業(yè)能力(執(zhí)裁能力、計(jì)劃制定與效果評(píng)價(jià)能力、指導(dǎo)組織專(zhuān)項(xiàng)訓(xùn)練能力、差異性訓(xùn)練與指導(dǎo)參賽能力、競(jìng)賽組織管理能力、訓(xùn)練監(jiān)控與運(yùn)動(dòng)損傷防護(hù)能力)；方法能力(體育科學(xué)研究能力、專(zhuān)業(yè)發(fā)展與數(shù)字化能力、批判性反思能力、信息整合評(píng)價(jià)能力)；社會(huì)能力(人文關(guān)懷與溝通協(xié)作能力、運(yùn)動(dòng)隊(duì)管理與教育咨詢(xún)能力、職業(yè)倫理道德)。3.依據(jù)職業(yè)能力模型,編制了包括13個(gè)分量表和65個(gè)題項(xiàng)的[我國(guó)高等體育院校運(yùn)動(dòng)訓(xùn)練專(zhuān)業(yè)畢業(yè)生職業(yè)能力問(wèn)卷】。4.畢業(yè)生在執(zhí)裁能力、指導(dǎo)組織專(zhuān)項(xiàng)訓(xùn)練能力、差異性訓(xùn)練和指導(dǎo)參賽能力、信息整合評(píng)價(jià)能力、人文關(guān)懷與溝通協(xié)作能力、運(yùn)動(dòng)對(duì)管理與教育咨詢(xún)能力、職業(yè)倫理道德等7種職業(yè)能力得到肯定。計(jì)劃制定與效果評(píng)價(jià)、競(jìng)賽組織管理能力、訓(xùn)練監(jiān)控與運(yùn)動(dòng)損傷防護(hù)能力、體育科學(xué)研究能力、專(zhuān)業(yè)發(fā)展與數(shù)字化能力、批判性反思能力等6種職業(yè)能力有待加強(qiáng)。5.培養(yǎng)方案的修訂流程有待完善,修訂指導(dǎo)思想與現(xiàn)實(shí)結(jié)果偏差大、缺乏對(duì)行業(yè)發(fā)展需求的整體預(yù)測(cè)、用人單位的循環(huán)反饋、專(zhuān)業(yè)對(duì)口就業(yè)崗位的工作任務(wù)分析。6.目標(biāo)定位寬泛和模糊導(dǎo)致畢業(yè)生就業(yè)流向與專(zhuān)業(yè)培養(yǎng)不對(duì)口、授課教師較難進(jìn)行針對(duì)性課程設(shè)計(jì)。7.教練員認(rèn)證體系標(biāo)準(zhǔn)的分類(lèi)、分級(jí)不詳阻礙學(xué)生對(duì)未來(lái)職業(yè)發(fā)展認(rèn)知。8.學(xué)生不能合理規(guī)劃課余生活,造成課余時(shí)間浪費(fèi)；選修課程自由度大,但缺少對(duì)學(xué)生職業(yè)規(guī)劃引導(dǎo),學(xué)生選課僅關(guān)注課程是否易通過(guò)；專(zhuān)業(yè)實(shí)踐課程開(kāi)始時(shí)間較晚,形式內(nèi)容單一；課程分科過(guò)細(xì),不利于學(xué)生完整知識(shí)體系的建立；培養(yǎng)規(guī)格與畢業(yè)要求模糊,不利于學(xué)生培養(yǎng)質(zhì)量的提升。9.培養(yǎng)方案與課程內(nèi)容更新較慢,授課方式與實(shí)際社會(huì)崗位需求脫節(jié)。
[Abstract]:The curriculum system is the guiding ideology of educational activities and the embodiment and support of the training objectives. It stipulates the planning scheme for the implementation of the training objectives. According to the connotation of the meso level of the curriculum system as the research logic, in order to improve the professional ability of the graduates majoring in sports training, through expert interviews, questionnaires, statistical evaluation and other methods, The vocational ability model of sports training graduates in physical education colleges and universities in China is constructed and a scale is compiled to test the fresh graduates. The test results will be used as the basis for the redesign of the undergraduate training curriculum system of sports training majors. The results are as follows: 1. At the beginning of running a school, the mode of running a school in the Department of Great physical Education is one of the reasons for the convergence of employment flow direction of sports training, physical education and national traditional physical education graduates. The vocational ability model of sports training graduates in physical education colleges and universities in China includes 3 first-level indicators and 13 second-level indicators: professional ability (adjudication ability, planning and effect evaluation ability, guiding the organization of special training ability). Different training and guidance ability, competition organization and management ability, training monitoring and sports injury protection ability); Method ability (sports scientific research ability, professional development and digitization ability, critical reflection ability, information integration evaluation ability); Social ability (humanistic care and communication and cooperation ability, sports team management and educational consulting ability, professional ethics). According to the model of vocational ability, a questionnaire on professional ability of sports training graduates in physical education colleges and universities in China was developed, which included 13 subscales and 65 items. Graduates in the ability to adjudicate, guide the organization of special training ability, difference training and guide the ability to participate in the competition, information integration and evaluation ability, humanistic care and communication and cooperation ability, sports management and education consulting ability, Seven kinds of professional abilities, such as professional ethics and ethics, have been affirmed. Six kinds of professional abilities, such as planning and effect evaluation, competition organization and management ability, training monitoring and sports injury protection ability, sports scientific research ability, professional development and digitization ability, critical reflection ability, etc., need to be strengthened. The revision process of the training plan needs to be improved, the revised guiding ideology deviates greatly from the realistic results, lacks the overall forecast of the development demand of the industry, the circular feedback of the employing unit, and the job task analysis of the professional counterpart employment. 6. The broad and vague target orientation leads to the mismatch between graduate employment flow and professional training, and it is difficult for teachers to design targeted courses. 7. The classification and classification of coach certification system standards hinder students' understanding of future career development. 8. Students can not reasonably plan their extracurricular life, resulting in waste of extracurricular time, elective courses have great degree of freedom, but lack of guidance to students' career planning, students only pay attention to whether the course is easy to pass; The professional practice course starts late and has a single form and content; the course is too detailed, which is not conducive to the establishment of students' complete knowledge system; the training specifications and graduation requirements are vague, which is not conducive to the improvement of students' training quality. 9. The training scheme and curriculum content are updated slowly, and the teaching mode is out of touch with the actual social post demand.
【學(xué)位授予單位】：北京體育大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G807.4
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本文編號(hào)：2488664