天水市麥積區(qū)小學(xué)體育教師職后教育的現(xiàn)狀、問(wèn)題與對(duì)策研究
發(fā)布時(shí)間：2018-11-11 15:06
【摘要】：為了適應(yīng)社會(huì)發(fā)展的需要,我國(guó)于1999年啟動(dòng)了新一輪的基礎(chǔ)教育課程改革。隨后,《中小學(xué)教師繼續(xù)教育規(guī)定》和《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010-2020年)》相繼頒布實(shí)施,為中小學(xué)教師職后教育提供了政策支持力度。而小學(xué)體育教師是小學(xué)師資隊(duì)伍建設(shè)的重要組成部分,是學(xué)校體育的直接執(zhí)行者,承擔(dān)著體育與健康課程(水平1-水平3)的教學(xué)任務(wù),對(duì)培養(yǎng)學(xué)生終生體育意識(shí)起著至關(guān)重要的作用。因此,加強(qiáng)小學(xué)體育教師隊(duì)伍建設(shè),提高教師專業(yè)水平和教學(xué)能力,積極開(kāi)展長(zhǎng)期、規(guī)范、有效的教師職后培訓(xùn)已成為我國(guó)當(dāng)前一項(xiàng)緊迫而艱巨的任務(wù)。教育水平的提高,關(guān)鍵在于教師。教師的發(fā)展不是簡(jiǎn)單的學(xué)歷教育,而是一項(xiàng)非常復(fù)雜的系統(tǒng)工程,需要職前與職后、學(xué)歷與非學(xué)歷、教育和自我教育有機(jī)地結(jié)合起來(lái),形成教師終身教育機(jī)制和模式。從教師專業(yè)化成長(zhǎng)的視角看,我國(guó)教師教育中存在著職前教育優(yōu)于職后教育的問(wèn)題,而且出現(xiàn)了明顯的東西、城鄉(xiāng)差異。天水市麥積區(qū)位于甘肅省東南部,在經(jīng)濟(jì)、教育、文化等方面,麥積區(qū)在甘肅位于中游水平,但是與全國(guó)相比,仍然屬于欠發(fā)達(dá)地區(qū)。為此,本課題欲以天水市麥積區(qū)作為田野調(diào)查點(diǎn),重點(diǎn)研究小學(xué)體育教師的職后教育問(wèn)題,旨在為相對(duì)貧困地區(qū)小學(xué)體育教師的發(fā)展提供相應(yīng)的對(duì)策和建議。本研究主要運(yùn)用文獻(xiàn)法、調(diào)查法、訪談法、數(shù)理統(tǒng)計(jì)等研究方法,對(duì)天水市麥積區(qū)小學(xué)體育教師職后教育的現(xiàn)狀進(jìn)行了深入的調(diào)查研究,結(jié)果表明:專職體育教師都有職后教育的經(jīng)歷,但次數(shù)不多,近5年參加1-3次職后教育的教師占46.7%;教師職后教育主要有教師進(jìn)修學(xué)校進(jìn)修、學(xué)科骨干教師培訓(xùn)、現(xiàn)代教育信息技術(shù)、遠(yuǎn)程教育、高等學(xué)校單科進(jìn)修5大類,其中63.3%的教師參與了現(xiàn)代教育技術(shù)應(yīng)用類培訓(xùn),專職體育教師在專業(yè)知識(shí)、教學(xué)方法及技能、新興體育運(yùn)動(dòng)項(xiàng)目知識(shí)和技能等方面的職后教育不多;職后教育的形式以傳統(tǒng)的課堂講授和現(xiàn)場(chǎng)觀摩為主,其它教學(xué)手段的選擇與利用不多;在形式上以短期專題培訓(xùn)為主,自我學(xué)習(xí)效果不佳;3.3%的體育教師參加高等院校的職后教育,相反卻有50%的體育教師希望到高等院校進(jìn)一步提升專業(yè)技能,期望與現(xiàn)實(shí)不對(duì)稱;特別是農(nóng)村大多數(shù)體育教師對(duì)職后教育的認(rèn)識(shí)不夠到位,認(rèn)為職后教育就是提高教師的學(xué)歷、完成上級(jí)規(guī)定的任務(wù)、評(píng)定職稱;51.5%的體育教師認(rèn)為職后教育對(duì)教師的工資、職位的晉升影響不大,致使他們的積極性不高,配合度較差。調(diào)查發(fā)現(xiàn),麥積區(qū)小學(xué)專職體育教師職后教育存在著職后教育目的不明,評(píng)價(jià)機(jī)制不健全;體育教師職后教育機(jī)會(huì)不多,城鄉(xiāng)差異明顯;家庭、工作、職后教育三者之間矛盾較大;職后教育缺乏保障機(jī)制,經(jīng)費(fèi)不足等主要問(wèn)題。通過(guò)剖析問(wèn)題的根源,最后提出更新觀念,重新認(rèn)識(shí)職后教育;制定科學(xué)合理的考核評(píng)價(jià)監(jiān)管體系;縮小城鄉(xiāng)差異:多渠道、多方位籌集資金,為職后教育提供保障;加強(qiáng)職后教育師資隊(duì)伍的建設(shè)工作;建立教師職后教育基地和網(wǎng)絡(luò)的具體對(duì)策,供各級(jí)教育主管部門、學(xué)校和體育教師參考借鑒。
[Abstract]:In order to meet the needs of social development, a new round of basic education curriculum reform was launched in 1999. Subsequently, the provisions for the continuing education of the primary and secondary school teachers and the national medium-and long-term education reform and development planning framework (2010-2020) have been promulgated and implemented successively to provide policy support for the post-secondary education of primary and secondary school teachers. The primary school physical education teacher is an important part of the construction of the primary school teachers, is the direct executor of the school physical education, and undertakes the teaching task of the physical and health course (level 1-level 3), and plays an important role in the cultivation of the lifelong physical consciousness of the students. Therefore, strengthening the construction of the primary school physical education teachers, improving the professional level and teaching ability of the teachers, and carrying out the long-term, standardized and effective post-teacher training has become an urgent and arduous task in our country. The key to the improvement of the level of education lies in the teacher. The development of teachers is not a simple education, but a very complex system engineering, which needs to be combined with non-education, education and self-education. From the perspective of the teacher's professional development, the teacher education in our country has the problem that the pre-service education is better than the post-job education, and there are obvious things, the urban and rural difference. The wheat area in Tianshui City is located in the southeast of Gansu. In the aspects of economy, education and culture, the wheat area is located in the middle reaches of Gansu, but it still belongs to the less developed area compared with the whole country. In order to provide the corresponding countermeasures and suggestions for the development of the primary school physical education teachers in the poor areas. This study mainly uses the methods of literature, investigation, interview and mathematical statistics to investigate the present situation of the post-post education of physical education teachers in the primary school of the wheat area of Tianshui City. The results show that the full-time physical education teachers have the experience of post-post education, but the number of them is not much. In the last five years, the number of teachers who took part in 1-3 post-post education accounted for 46.7%; after the teacher's post-job education, there were mainly teachers' training in the school, the training of the backbone teachers, the information technology of modern education, the distance education and the five major classes in the single-family of higher education. 63. 3% of the teachers are involved in the application class training of modern educational technology, and the full-time physical education teachers have no post-post education in the fields of professional knowledge, teaching methods and skills, and the knowledge and skills of emerging sports events. The form of post-post education is mainly based on the traditional classroom teaching and on-site observation. the choice and utilization of other teaching means is not much; in the form of short-term special training, the self-learning effect is not good; 3. 3% of the physical education teachers attend post-post education of the higher education institutions, but 50% of the PE teachers hope to further improve the professional skills in the higher education institutions, The expectation and reality are not symmetrical; in particular, most of the teachers in the countryside do not know enough about post-job education, and the post-job education is to improve the degree of the teacher, to finish the tasks specified by the superior, and to get the title of the teacher; and 51.5% of the PE teachers take the post-duty education as the teacher's salary, The influence of the promotion of the position is not large, so that the enthusiasm of the position is not high and the cooperation degree is poor. The investigation found that the post-post education of the full-time physical education teacher in the primary school of the wheat area is not clear, the evaluation mechanism is not perfect, the post-post education of the physical education teacher is not more, the difference between the urban and rural areas is obvious, the contradiction between the family, the work and the post-employment education is large, and the post-employment education lacks the safeguard mechanism, and the main problems such as insufficient funds and the like are solved. Through the analysis of the root cause of the problem, the author put forward the concept of renewal, and re-know the post-post education, and set up a scientific and reasonable evaluation and supervision system, and the difference of the urban and rural areas: the multi-channel and multi-direction fund raising, the guarantee of post-post education, and the construction of the post-post-post-post-education teachers; The concrete measures to establish the post-post education base and network for teachers should be used for reference by the competent departments of education at all levels, the schools and the physical education teachers at all levels.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.8
本文編號(hào)：2325219
[Abstract]:In order to meet the needs of social development, a new round of basic education curriculum reform was launched in 1999. Subsequently, the provisions for the continuing education of the primary and secondary school teachers and the national medium-and long-term education reform and development planning framework (2010-2020) have been promulgated and implemented successively to provide policy support for the post-secondary education of primary and secondary school teachers. The primary school physical education teacher is an important part of the construction of the primary school teachers, is the direct executor of the school physical education, and undertakes the teaching task of the physical and health course (level 1-level 3), and plays an important role in the cultivation of the lifelong physical consciousness of the students. Therefore, strengthening the construction of the primary school physical education teachers, improving the professional level and teaching ability of the teachers, and carrying out the long-term, standardized and effective post-teacher training has become an urgent and arduous task in our country. The key to the improvement of the level of education lies in the teacher. The development of teachers is not a simple education, but a very complex system engineering, which needs to be combined with non-education, education and self-education. From the perspective of the teacher's professional development, the teacher education in our country has the problem that the pre-service education is better than the post-job education, and there are obvious things, the urban and rural difference. The wheat area in Tianshui City is located in the southeast of Gansu. In the aspects of economy, education and culture, the wheat area is located in the middle reaches of Gansu, but it still belongs to the less developed area compared with the whole country. In order to provide the corresponding countermeasures and suggestions for the development of the primary school physical education teachers in the poor areas. This study mainly uses the methods of literature, investigation, interview and mathematical statistics to investigate the present situation of the post-post education of physical education teachers in the primary school of the wheat area of Tianshui City. The results show that the full-time physical education teachers have the experience of post-post education, but the number of them is not much. In the last five years, the number of teachers who took part in 1-3 post-post education accounted for 46.7%; after the teacher's post-job education, there were mainly teachers' training in the school, the training of the backbone teachers, the information technology of modern education, the distance education and the five major classes in the single-family of higher education. 63. 3% of the teachers are involved in the application class training of modern educational technology, and the full-time physical education teachers have no post-post education in the fields of professional knowledge, teaching methods and skills, and the knowledge and skills of emerging sports events. The form of post-post education is mainly based on the traditional classroom teaching and on-site observation. the choice and utilization of other teaching means is not much; in the form of short-term special training, the self-learning effect is not good; 3. 3% of the physical education teachers attend post-post education of the higher education institutions, but 50% of the PE teachers hope to further improve the professional skills in the higher education institutions, The expectation and reality are not symmetrical; in particular, most of the teachers in the countryside do not know enough about post-job education, and the post-job education is to improve the degree of the teacher, to finish the tasks specified by the superior, and to get the title of the teacher; and 51.5% of the PE teachers take the post-duty education as the teacher's salary, The influence of the promotion of the position is not large, so that the enthusiasm of the position is not high and the cooperation degree is poor. The investigation found that the post-post education of the full-time physical education teacher in the primary school of the wheat area is not clear, the evaluation mechanism is not perfect, the post-post education of the physical education teacher is not more, the difference between the urban and rural areas is obvious, the contradiction between the family, the work and the post-employment education is large, and the post-employment education lacks the safeguard mechanism, and the main problems such as insufficient funds and the like are solved. Through the analysis of the root cause of the problem, the author put forward the concept of renewal, and re-know the post-post education, and set up a scientific and reasonable evaluation and supervision system, and the difference of the urban and rural areas: the multi-channel and multi-direction fund raising, the guarantee of post-post education, and the construction of the post-post-post-post-education teachers; The concrete measures to establish the post-post education base and network for teachers should be used for reference by the competent departments of education at all levels, the schools and the physical education teachers at all levels.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.8
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