本文選題：中學體育教師 + 職業(yè)認同　； 參考：《西安體育學院》2017年碩士論文

【摘要】：目的:素質(zhì)教育早已成為學校教育的排頭兵,在全面培養(yǎng)高素質(zhì)人才的時代要求下,體育教師不僅要在自我發(fā)展上加快步伐,更要在教育實踐中體會、探索、反思自己的職責和意義。本研究首先從河南省中學的體育教師職業(yè)認同水平發(fā)展現(xiàn)狀入手,找尋教師職業(yè)認同在人口學統(tǒng)計變量間的差異性,進而探究影響河南省中學的體育教師職業(yè)認同因素,最終形成發(fā)展河南省中學的體育教師職業(yè)認同策略。方法:運用文獻資料法將中國基礎(chǔ)教育改革與體育教師教育發(fā)展的現(xiàn)狀和教師職業(yè)認同進行交叉對比分析,再融入“中原崛起”下的河南省地域文化發(fā)展現(xiàn)狀,秉承客觀事實,將理論與調(diào)查實證有機結(jié)合,通過問卷調(diào)查、訪談的手段,利用《中學體育教師職業(yè)認同量表》作為工具對河南省中學體育教師在人口統(tǒng)計學變量進行統(tǒng)計,分析差異,探索河南省中學的體育教師職業(yè)認同現(xiàn)狀,探求促進其發(fā)展的策略。結(jié)論:(1)河南省中學體育教師職業(yè)認同包含5個因子分別是情感認同、價值認同、能力認同、持續(xù)認同和投入認同�？傮w上河南省中學體育教師職業(yè)認同水平較高,但各因子間水平不均衡,價值認同遠高于持續(xù)認同。(2)在河南省中學體育教師隊伍中并沒有因為性別差異而導致職業(yè)認同水平存在顯著差異。(3)河南省不同學歷的中學體育教師在職業(yè)認同總體水平上存在顯著性差異。低學歷層次的中學體育教師職業(yè)認同水平遠遠低于高學歷層次。(4)學校所在地的不同對中學體育教師職業(yè)認同水平有顯著影響。在城市中工作的中學體育教師其職業(yè)認同水平顯著高于鄉(xiāng)鎮(zhèn)的中學體育教師。建議:(1)充分利用榜樣的帶頭作用,樹立專家中學體育教師和骨干教師的在專業(yè)上,教學上,科研上的旗幟標桿,為廣大青年教師確立發(fā)展目標,學習榜樣,以老帶新共同進步。(2)發(fā)展校本課程。立足河南省地理特點,資源特點,傳統(tǒng)文化特點,拓展體育課程內(nèi)容,使得新課標下的體育肯課程目標,新時代下的體育精神與中國傳統(tǒng)文化有機融合。(3)主動占領(lǐng)網(wǎng)絡(luò)和自媒體信息技術(shù)平臺,利用這種突破了地域限制的交流平臺為不同地區(qū)的中學體育教師建立一個學術(shù)氛圍強,技能水平高,信息豐富的體育教師間合作、交流的平臺。(4)增加教師編制,軟化職稱晉升的硬性指標,加深城鄉(xiāng)均衡發(fā)展導向,縮小城鄉(xiāng)差距。(5)凈化校園環(huán)境。拓展中學體育課程,將德育,愛國教育,體育精神滲透到課程中,致力于培養(yǎng)德智體全面發(fā)展的新型人才。
[Abstract]:Objective: quality education has long been the vanguard of school education. Under the requirement of cultivating high quality talents in an all-round way, physical education teachers should not only speed up their own development, but also experience and explore in educational practice. Reflect on your responsibilities and meaning. This study starts with the present situation of the level of professional identity of PE teachers in middle schools in Henan Province, and finds out the differences between demographic variables of teachers' professional identity, and then probes into the factors that affect the professional identity of PE teachers in middle schools in Henan Province. Finally, the strategy of developing the professional identity of PE teachers in middle schools in Henan Province was formed. Methods: the present situation of basic education reform in China and the development of PE teacher education and teachers' professional identity were compared and analyzed by using the method of literature and materials, and then integrated into the regional culture development situation of Henan Province under "the rise of Central Plains", and inherited the objective facts. Combining theory with investigation, by means of questionnaire and interview, using the "Middle School physical Education teacher occupation identity scale" as a tool to analyze the difference between the demographic variables of middle school PE teachers in Henan Province. This paper explores the status quo of PE teachers' professional identity in middle schools in Henan Province and explores the strategies to promote their development. Conclusion (1) the professional identity of middle school PE teachers in Henan Province includes five factors: emotional identity, value identity, ability identity, continuous identity and commitment identity. On the whole, the level of professional identity of middle school PE teachers in Henan Province is relatively high, but the level of each factor is not balanced. Value identity is much higher than persistent identity. 2) there is no significant difference in the level of professional identity among middle school PE teachers in Henan Province because of gender differences. 3) Middle school PE teachers with different qualifications in Henan Province have overall professional identity. There was significant difference at body level. The level of professional identity of middle school PE teachers with low education level is far lower than that of high education level. 4) the difference of school location has significant influence on the level of professional identity of middle school PE teachers. The level of professional identity of middle school PE teachers working in cities is significantly higher than that of township middle school PE teachers. It is suggested that: 1) make full use of the leading role of example, set up the standard of professional, teaching and scientific research for the professional, teaching and scientific research of the PE teachers and the backbone teachers of the expert middle school, and set up the development goal and learn from the example for the vast number of young teachers. Develop school-based curriculum with old and new progress. Based on the characteristics of geography, resources and traditional culture in Henan Province, the contents of physical education curriculum should be expanded, so that the goal of sports course under the new curriculum standard can be achieved. In the new era, the spirit of physical education and Chinese traditional culture are organically combined with each other) to take the initiative to occupy the network and self-media information technology platform, and to establish a strong academic atmosphere for middle school PE teachers in different regions by using this kind of communication platform, which has broken through the regional restrictions. Cooperation among PE teachers with high skill level, rich information, platform of communication, increasing teacher establishment, softening the rigid index of professional title promotion, deepening the direction of balanced development between urban and rural areas, narrowing the gap between urban and rural areas, and purifying the campus environment. Expand the middle school physical education curriculum, the moral education, patriotic education, sports spirit into the curriculum, devoting to the cultivation of moral, intellectual and physical all-round development of new talents.
【學位授予單位】：西安體育學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.96

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