体育教师反思性教学探讨

体育教师是影响体育教学改革的重要因素之一。体育教师不能单凭自身的运动技能和基本教学理论从事教学,而是要在具体的教学环境中不断地进行反思,才能把理论和实践有效地结合起来,成为解决问题并实施决策的人,以提高体育教师的专业能力。     

中日体育教师专业化课程标准比较

通过对中日高校体育教育专业课程设置的调查比较，试提出健全我国体育教师教育的法律内涵，构建具有“双专业”（教育学科和体育学科并重）特征的体育教师课程标准的共同框架（普通文化课程占总学分的20％；教育学科课程占40％；体育学科课程占40％），关注健康教育和技术技能等课程的建设，注重“标准化”和“多元化”的融合发展，回归体育教育实践。     

向反思型体育教师转变的背景与策略

反思是教师自我发展的重要途径,对于提高教师专业化水平有重要意义。通过对体育教师的“教学生活”进行审视,可以发现体育教师存在着反思的缺失,主要表现在:体育教师的“物化”、体育教学技术化、日常化等。体育教师要成为“反思型实践者”,应该将反思作为一种新的思维方式,渗透于日常学习、工作、生活之中;讲究科学的反思方法;善于记录、剖析关键事件;注重系统的理论学习。     

关于中小学体育教师继续教育的思考

通过文献资料法和调查访问法,针对中小学体育教师继续教育工作实践及教育事业的发展,探讨了中小学体育教师进行继续教育的必要性和可行性,并提出了培训模式、课程设置、培训师资队伍建设与培养等建议,为中小学体育教师继续教育工作提供了理论和实践的参考.     

全纳教育背景下我国体育资源教师的专业化发展

在全纳教育思潮指引下,从我国特殊体育教育的发展现状和特殊体育本身的特性出发,在实地调研的基础上,提出:积极引导体育资源教师进行以教学反思为主的个体发展,建立集培养与培训一体化的高校为本的职前培养和校际联动发展下的职后教育培训体系,提供政策保障、经济支持、制度建立为一体的体育资源教师专业化发展思路,实现体育资源教师个体发展与体育资源教师教育发展的同步与持续。     

新中国体育教师教育的演进与未来走向

新中国的体育教师教育表现出了比较鲜明的阶段性特征:第1阶段(1949~1990年)强调"培训",关注体育教师数量的增加;第2阶段(1991~2008年)强调"学习",关注体育教师质量的提高;第3阶段(2009年至今)强调"发展",关注教师的专业发展。基于发展观的体育教师教育凸显了体育教师在教育实践中的主体地位。立足于被理论浸润的日常化教育实践是体育教师教育的未来走向。     

试论高职学院体育师资队伍建设

随着社会和高等教育形势的快速发展，高等职业技术教育成为高等教育的一部分，已成为当前社会关注的一个热点。高职学院要能适应高等教育的要求，适应新的办学模式，全面提高教学质量和办学水平，关键是拥有一支与人才培养目标相一致的数量、质量合格的教师队伍。而目前高职学院体育师资队伍的现状，与高等教育的要求及全面推进学校体育工作深化改革的目标，尚存有较大的差距。因此要针对现状，在加强教师政治思想、德育教育，优化教师知识结构，优化师资队伍结构，提高教学科研能力、水平等几个主要方面，采取积极有效的措施；加强队伍建设，全面提高体育教师的整体素质水平，尽快适应高等教育发展的需要及高校体育教学改革、科学研究的要求。     

高校体育教师继续教育的SWOT分析及发展策略

应用现代管理学的“SWOT”分析法，在了解优势、克服劣势、把握机会、化解威胁的基础上，对高校体育教师继续教育的内外环境进行了分析，进而提出了新时期我国高校体育教师继续教育相关的发展策略。     

高校青年体育教师主观幸福感与自我概念的研究

主观幸福感是人们对整体生活的满意度与快乐感,是衡量个人生活质量的重要综合性心理指标。通过调查分析,找出影响高校青年体育教师主观幸福感因素,主观幸福感与自我概念的关系,并找出解决方案,对青年体育教师工作积极性有很强的促进作用。     

当前我国体育师资培养中存在的问题及其解决对策

20世纪70年代以来,世界体育师资培养出现了高学历化、在职培养、入职教育和职后培训一体化的新形势,但我国未能赶上时代步伐.以体育教师培养为研究对象,通过与国外发达国家体育师资培养的职前教育、入职教育和在职教育3阶段的比较分析,认为我国现阶段体育师资培养存在体育教师职前培养、入职教育和在职培训相分离,体育教师入职教育形式化,体育教师培养偏离重心,体育教师继续教育的制度不健全、内容不科学等问题.解决现有体育师资培养存在问题的对策包括体系、模式、内容、手段、制度、管理方面的创新.     

The occupational socialization of German physical education teachers

To date, most of the work on the occupational socialization of physical education (PE) teachers has been completed in the United States and Britain. The purpose of this study was to examine and describe the occupational socialization of German PE teachers who were trained prior to unification of the two German states and worked in both their old nations and the new Germany. The two research questions we attempted to answer were (a) What were the perspectives and practices of West German (WG) and East German (EG) PE teachers? and (b) What factors influenced these perspectives and practices? Participants were five former WG and five former EG teachers. Data were collected using four qualitative techniques (formal and follow-up interviews, document analysis, film snippets) and analyzed by employing analytic induction and constant comparison. Findings indicated that there were distinct and different patterns of socialization for the former German states. The WG group possessed conservative teaching orientations nurtured during their childhood and youth and reinforced during their training and by their school cultures. Perceived changes in German society and culture led to slight modifications of these orientations over the teachers’ careers. Prior to reunification, the EG group possessed a high performance orientation primarily honed by the politics of the state. The perspectives and practices of WG teachers were relatively unaffected by reunification. In contrast, the transition to a new system was emancipating for four of the EG teachers who shifted to a teaching orientation. Conversely, the transition was particularly difficult for one of the former EG teachers who partially retained his high performance orientation and strategically complied with new national requirements.     

论体育教师的继续教育

低效的继续教育模式是我国体育教师教育领域暴露出来的3个问题之一。新时期体育教师的继续教育应加强人文素质、学习能力、创新能力的培养，促使体育教师从应试教育向素质教育转变，从教学型向教学科研型转变。     

美国基础教育体育教师资格认证标准及其启示

美国全国专业教学标准委员会为优秀教师制定的认证标准,不仅规定了体育教师的基本业务要求、专业知识技能;而且强调了体育教师应当全身致力于学生的发展与学习;同时还强调了教师在课堂之外应具备的协作能力与科研能力。通过对美国基础教育体育教师资格认证标准进行归纳与分析,阐述了美国优秀体育教师所应当具备的基本专业素质及其在基础体育领域中的新思想、新观念。     

内蒙古普通高校体育教师队伍建设的发展

运用献资料、教育评估和模糊数学法，对1986-1999年内蒙古高校体育教师队伍建设工作的发展进行了探索性研究。研究表明其发展可分为3个阶段，并在年代维度上呈逐步上升的发展趋势。     

Health education assessment practices used by physical education and health teachers in a collaborative action research

ABSTRACT

Background: The school setting is the ideal environment for encouraging students to adopt health-promoting behaviours (Chong, McCuaig and Rossi, 2018, “Primary Physical Education Specialists and their Perceived Role in the Explicit/Implicit Delivery of Health Education.” Curriculum Studies in Health and Physical Education 9 (2): 189–204. doi: 10.1080/25742981.2018.1452163). Schools are actively supporting the implementation of health education (HE) initiatives, and the potential contribution of physical education (PE) to these initiatives is recognised in a number of countries (Gray, MacIsaac and Jess, 2015, “Teaching ‘Health’ in Physical Education in a ‘Healthy’ Way.” Retos 28 (1): 165–172; Haerens, Kirk, Cardon and De Bourdeaudhuij, 2011, “Toward the Development of a Pedagogical Model for Health-Based Physical Education.” Quest 63 (3): 321–338. doi: 10.1080/00336297.2011.10483684). One of the biggest challenges faced by PE teachers is the assessment of student learning in the area of health (Bezeau, 2019, “L’accompagnement d’enseignantes en éducation physique et à la santé visant l’optimisation de leurs pratiques évaluatives en éducation à la santé.” PhD diss., Université de Sherbrooke; Turcotte, Gaudreau, Otis and Desbiens, 2010, “Les pratiques pédagogiques d’éducateurs physiques du primaire en éducation à la santé.” In Éducation à la santé, edited by Claire Isabelle, Louise Sauvé, and Monique Noël-Gaudreault, 717–738. Montréal: Revue des sciences de l’éducation). These challenges highlight the need for professional development that meets the needs of PE teachers in regard to the health component, in particular in terms of assessment practices (Turcotte, 2010, “Problématisation: l’éducation à la santé et l’éducation physique.” In Faire équipe pour une éducation à la santé en milieu scolaire, edited by Johanne Grenier, Joanne Otis, and Gilles Harvey, 25–48. Québec: Presses de l’Université du Québec). However, teachers report that the professional development provided to better integrate health into PE is ineffective (Alfrey, Cale and Webb, 2012, “Physical Education Teachers’ Continuing Professional Development in Health-Related Exercise: A Figurational Analysis.” European Physical Education Review 18 (3): 361–379. doi: 10.1177/1356336X12450797; Makopoulou and Armour, 2011, “Teachers’ Professional Learning in a European Learning Society: the Case of Physical Education.” Physical Education and Sport Pedagogy 16 (4): 417–433. doi: 10.1080/17408989.2010.548060). In order to optimise assessment practices in HE, the development of training methods that answer the real needs of PE teachers constitutes a potential solution to this problem. In this study, two PE teachers were supported in the operationalisation and appropriation of an innovative problem-solving process aimed at optimising their assessment practices in HE.

Objectives: The objectives of this article are to describe: 1) the operationalisation of strategies established by the participants targeting their assessment practices in HE, and 2) the evolution of these practices.

Method: A collaborative action research (CAR) approach was taken, and four methods of data collection were used: 1) individual interviews; 2) group interviews; 3) participant observation, and 4) logbooks. The data was collected over a 12-month period, overlapping two school years, and then analyzed through content analysis.

Findings: Results suggest that, despite the planning and implementation of strategies considered effective by the participants, their assessment practices in the gymnasium progressed very little, while their practices outside the gymnasium evolved considerably.

Conclusion: If we want to optimise assessment practices in HE, or teaching practices in general, we must put aside the question ‘why,’ and focus on ‘how’ to meet the challenges related to the implementation of this type of professional development. Bringing real change to teaching practices is a long process that requires an investment of time and effort from teachers, and starts with the optimisation of practices outside the learning environment.     

中日体育教师培养的技术课程标准比较分析

通过对中日高校体育教育专业技术课程设置的比较,提出健全体育教师教育的法律内涵;减缩技术课程比例,开发内容多元和谐的现代框架（含民族与传统、现代与时尚、闲暇与健康、生存技巧和灾害防范等开拓项目）;重建技术课程学分标准和履修方式（主张选修为主,尝试以课程多而学分少为原则设定学分标准）;建立体育俱乐部制度和大中小学一贯制的技术课程体系;完善体育教师继续教育制度,回归体育教育实践。     

普通高校在职体育教师专业发展情况调查与分析

对湖南3所普通高校的在职体育教师进行问卷调查和开放式随机访谈,结果表明,高校在职体育教师普遍重视专业发展,提高科研能力已经成为发展的主要趋势,专业发展的目标主要为追求个人能力发展和晋升职称等;专业发展途径以个人途径和群体途径相结合,其中个人途径主要依靠终身学习,而群体途径主要通过学术交流和业务培训;目前高校体育教师专业发展的瓶颈是自身学习态度问题和时间分配问题.在影响专业发展的因素上,激励机制方面的软环境影响广而深.为此,高校体育教师应该提高学习自主性,坚持终身学习理念,而社会也应该改善体育教师专业发展的条件和环境.     

专业化:新世纪体育教师教育发展的生命力

我国体育教师的培养必须实现由“师范教育”向“教师教育”的制度性转轨,并进而建立专业化的发展思路。推行体育教师教育专业化是对教师专业化这一世界性潮流的顺应,是深化学校体育改革和提高体育教学质量的需要,也是体育教师职业可持续发展的制度保证,还可以为现代体育教育学科发展促生新的增长点并进而带来整个体育高等教育质的飞跃。     

学校体育的历史发展与体育教师的角色演变

通过对我国学校体育发展历史的梳理,揭示了我国体育教师从教官一教练一教师的角色演变,提出了现代体育教师角色从“教”向“育”的发展取向。     

中小学体育教师评价体系的构建

通过调研发现,现行中小学主要从"德、能、勤、绩"四个方面对教师进行评价,不能体现教师工作的特殊性,更不能体现体育教师的工作性质。本研究,采用文献资料法、调查法、特尔斐法,结合中小学体育教师专业和学科特点,构建了体育教师评价指标体系,确立了体育教师评价指标体系的权重系数。