本文選題：小學(xué) + 職前教育��； 參考：《河北師范大學(xué)》2017年博士論文

【摘要】：有好的教師才會(huì)有好的教育。小學(xué)階段是一個(gè)人體育興趣和體育習(xí)慣養(yǎng)成的關(guān)鍵期,關(guān)注小學(xué)體育教師教育就是關(guān)注小學(xué)體育的發(fā)展。因此,在教師教育領(lǐng)域,以國(guó)家頒布的《教師專業(yè)標(biāo)準(zhǔn)》和《教師教育課程標(biāo)準(zhǔn)》為基礎(chǔ),以最低標(biāo)準(zhǔn)為原則,通過(guò)研究形成我國(guó)小學(xué)體育教師職前教育人才培養(yǎng)方案雛形,以此來(lái)為我國(guó)小學(xué)體育教師職前教育改革提供理論與實(shí)踐的參考。本研究按照發(fā)現(xiàn)問(wèn)題-解決問(wèn)題的思路,綜合運(yùn)用文獻(xiàn)資料法、調(diào)查法、邏輯法、數(shù)理統(tǒng)計(jì)法以及案例分析等研究方法,著重對(duì)改革開(kāi)放以來(lái)我國(guó)小學(xué)體育教師教育的發(fā)展歷程,小學(xué)體育教師職前教育的需求、小學(xué)體育教師職前教育培養(yǎng)目標(biāo)、培養(yǎng)規(guī)格、課程體系等問(wèn)題進(jìn)行了深入、細(xì)致的研究,得出以下結(jié)論:一、傳統(tǒng)“項(xiàng)目劃分模式”存在諸多的弊端。這種模式與教師教育專業(yè)標(biāo)準(zhǔn)的理念、不同學(xué)段的學(xué)校對(duì)體育教師的需求以及未來(lái)施教對(duì)象、教材等方面存在著錯(cuò)位現(xiàn)象,本研究提出“學(xué)段劃分模式”的新構(gòu)想。該模式將解決我國(guó)體育教師教育形式演變中的斷層現(xiàn)象,同時(shí)為推動(dòng)體育教師教育一體化模式的構(gòu)建和促進(jìn)各學(xué)段的體育教師專業(yè)化發(fā)展提供理論依據(jù)。二、本科階段有針對(duì)性地進(jìn)行小學(xué)體育教師職前教育是解決小學(xué)體育教師數(shù)量與質(zhì)量問(wèn)題的最佳途徑。三、深入訪談更加符合當(dāng)前我國(guó)小學(xué)體育教師職前教育需求的研究需要。小學(xué)體育教師職前教育后,學(xué)生應(yīng)具備適合小學(xué)體育教育特點(diǎn)的專業(yè)知識(shí)與能力,并體現(xiàn)出較高的綜合素質(zhì)。四、小學(xué)體育教師將成為學(xué)校體育工作的設(shè)計(jì)者、學(xué)校體育工作的組織與實(shí)施者、學(xué)校體育工作的激勵(lì)與評(píng)價(jià)者、學(xué)校體育工作的溝通與合作者、學(xué)校體育工作的反思與發(fā)展者五種角色,。他們需要掌握小學(xué)生發(fā)展知識(shí)、體育學(xué)科知識(shí)、教育教學(xué)知識(shí)、通識(shí)知識(shí),四類知識(shí)總計(jì)21個(gè)條目的內(nèi)容,并要具備小學(xué)體育教學(xué)方面的能力、課外體育活動(dòng)方面的能力、課余訓(xùn)練和比賽方面的能力,各項(xiàng)能力均包括五個(gè)維度,總計(jì)60個(gè)條目?jī)?nèi)容。五、我國(guó)小學(xué)體育教師職前教育課程體系由公共基礎(chǔ)課程、學(xué)科專業(yè)課程、教師教育課程組成。總學(xué)分在140-170之間。其中學(xué)科專業(yè)課程包括專業(yè)基礎(chǔ)理論,專業(yè)技術(shù)、技能,專業(yè)能力培養(yǎng)實(shí)踐。建議課程比例按照“公共基礎(chǔ)課程25.4%+學(xué)科專業(yè)課程42.7%+教師教育課程32%”來(lái)設(shè)計(jì),其中公共基礎(chǔ)課程最低必修36學(xué)分、教師教育課程最低學(xué)分45學(xué)分(其中最低必修34學(xué)分)、學(xué)科專業(yè)課程最低學(xué)分為60學(xué)分(其中最低必修42學(xué)分)。六、我國(guó)小學(xué)體育教師職前教育培養(yǎng)方案雛形,將可作為正在進(jìn)行或有意進(jìn)行小學(xué)體育教師職前教育單位制定人才培養(yǎng)方案的理論參考。七、我國(guó)體育教育專業(yè)當(dāng)前的培養(yǎng)目標(biāo)表述不準(zhǔn)確、體育教師職前教育課程體系中教師教育課程缺失嚴(yán)重。八、提高小學(xué)體育教師的質(zhì)量要從招生、職前教育、入職、職后培訓(xùn)等多個(gè)方面共同抓起。
[Abstract]:A good teacher will have a good education. The primary stage is a key period for a person's sports interest and habit formation. The primary school physical education teacher education is concerned with the development of primary school sports. Therefore, in the field of teacher education, the minimum standard is based on the national standard of "teacher professional standard >" and "teacher education curriculum standard >". In order to provide theoretical and practical reference for the pre service education reform of primary school physical education teachers in our country, the study is based on the idea of finding problems and solving problems, and using literature data method, investigation method, logic method, mathematical statistics and case analysis. And other research methods, focusing on the development process of primary school physical education teachers education in China since the reform and opening up, the needs of pre vocational education for primary school PE teachers, the training objectives of pre vocational education for primary school PE teachers, training specifications, curriculum system and so on, detailed research, and the following conclusions are drawn: first, the existence of traditional "project division mode" exists. There are many disadvantages, such as the concept of the standard of teacher education, the needs of school teachers in different schools and the misplacement of teaching materials and teaching materials in the future. This study puts forward a new concept of "division mode of learning section". This model will solve the fault phenomenon in the evolution of the education form of physical education teachers in China. At the same time, it provides a theoretical basis for the construction of the mode of physical education teachers' education integration and the promotion of the professional development of PE teachers in each school section. Two, the best way to solve the problem of the quantity and quality of primary school PE teachers is to carry out the pre service education of primary school PE teachers in the undergraduate stage. Three, the in-depth interview is more in line with the current China. It is necessary to study the needs of pre service education for PE teachers. After the pre service education of primary school physical education teachers, students should have professional knowledge and ability suitable for the characteristics of primary school physical education, and reflect a higher comprehensive quality. Four, primary school physical education teachers will become the designer of the school physical education work, the organization and implementers of the school sports work, the school body The motivators and evaluators, the communication and collaborators of the school sports work, the reflection and the development of the school sports work are five roles. They need to master the primary school students' development knowledge, the physical knowledge, the education and teaching knowledge, the general knowledge, the total knowledge of the four types, and the ability of the primary school physical education. The ability of extracurricular sports activities, after-school training and competition ability, the ability to include five dimensions, including a total of 60 items. Five, the pre vocational education curriculum system of primary school physical education teachers in China consists of public basic courses, subject courses and teacher education courses. The total credits are between 140-170. It includes the practice of professional basic theory, professional skills, skills and professional abilities. The proposed curriculum is designed according to the "42.7%+ teacher education course 32%" of "25.4%+ subject course of public basic course", of which the minimum required for public basic courses is 36 credits, and the minimum credit of the teacher education course is 45 credits (the minimum required 34 credits), and the subject is the subject. The minimum credits of professional courses are 60 credits (of which the minimum required 42 credits). Six, the embryonic form of the pre service training program for primary school physical education teachers in China will be a theoretical reference for the development of talent training programs for the pre service education units of primary school PE teachers. Seven, the current training objectives of our sports education major are not allowed to be expressed. It is true that the teacher education curriculum in the pre vocational education curriculum system of PE teachers is missing seriously. Eight, to improve the quality of primary school physical education teachers should be taken together from many aspects, such as enrolment, pre service education, entry, post vocational training and so on.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.8;G652
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本文編號(hào)：2023085