高师院校体育教师教育改革下的职业课程设置现状

对我国部分高师院校体育教育专业的职业课程设置进行调查和分析,找出高师院校在职业课程设置上的特点与问题,提出解决对策,以期推动和促进高师院校体育教师教育改革。     

Physical education teacher education in Norway: the perceptions of student teachers

A feature of academic literature on physical education teacher education (PETE) is the expectation that it can and should impact upon student teachers' beliefs and prospective practices in some significant ways. This is despite research over the last 20 years or more alluding to the apparent failure of PETE to ‘shake or stir’ (Evans et al., 1996) what might be termed the (typically conservative and conventional) pre-dispositions of student and early career PE teachers. In this article, we examine the perceptions of PE student teachers in Norway in order to ascertain just what it is that makes them so resistant to change and, for that matter, such infertile ground for sowing the seeds of reflexivity. The study involved semi-structured interviews with 41 PE student teachers from the three routes through teacher education available at Nord University College (Nord UC). Among the main themes identified in the data were the PE students' perceptions of: the purposes (and ostensible benefits) of school PE and PETE as well as the nature of PETE itself (including subsidiary themes of sporting and teaching skills, other ‘competencies’, school placements, mentoring and mentors, PETEs' (physical education teacher educators) teaching styles and the students teachers' relationships with the PETEs). The article concludes that, as far as the students at Nord UC were concerned, the significance of PETE revolved around the programme's efficacy in developing the sporting skills and teaching techniques they viewed as central to their preparation for teaching. The minimal impact of the more theoretical aspects of PETE appeared to be partly attributable to the students' perceptions of PE as synonymous with sport in schools and partly to their particularly pragmatic orientations towards PETE. In this vein, the students viewed experience as the most important, most legitimate ‘evidence’ on which to base their beliefs and practices and were resistant to the ‘theory’ of teacher education, rationalising their tendencies to select the evidence that suited them.     

A sociocultural perspective as a curriculum change in health and physical education

As a lens through which to read and understand a subject area and its curriculum content and issues, a sociocultural perspective is a recent and arguably significant change for the Health and Physical Education (HPE) Key Learning Area (KLA) in Australia. Its significance lies, first, in the fact that it seems to represent a notable departure from the predominantly medico-scientific, bio-physical and even psychological foundations of the learning area as it stood throughout the second half of the twentieth century, and second, because its attention to social and cultural influences on health put it in direct opposition to notions which locate health almost solely in the individual and his or her decisions. Despite the potential ramifications of these shifts for practitioners, to date there has been little research that has examined this change within the context of the classroom. This paper reports on a research project conducted in two classrooms in the Australian state of New South Wales, which began with the question ‘what happens when you introduce a unit of work planned with the aim of developing a sociocultural perspective into the HPE classroom?’ I respond to this question by drawing on teacher and student interviews, planning sessions, and classroom observations and recordings to discuss the most prominent discursive tensions and organisational constraints that stand as impediments to a sociocultural perspective as a practiced curriculum change.     

Cooperative learning: a relevant instructional model for physical education pre-service teacher training?

Background: One of the key questions of physical education teacher educators (PETE) programmes refers to whether future teachers are prepared to build knowledge and skills to feel self-efficacious in teaching physical education (PE). This issue concerns the instructional model of teaching used to help PE pre-service teachers to master both pedagogical knowledge and motor skills. According to this twofold challenge, the direct instruction (DI) is mainly used for pre-service teacher training. Beyond this traditional model, other instructional models as cooperative learning (CL) approach arise in the initial PE teacher education. Nevertheless, surrounding attempts at innovation, little information related to the instructor’s role. Under the social cognitive perspective of self-efficacy and instructional competency building, more information is currently expected with regard to the strategies the instructor uses to scaffold the mastery of skills for PE pre-service teachers’ effective teaching.

Purpose: The purpose of this article is to consider whether PE pre-service teachers are trained during short training sessions aimed to discover new physical activities. We examine the influence of a scaffolding procedure (CLS design) on PE pre-service teachers’ knowledge, skills and self-efficacy in comparison to a CL and a DI experience. This leads to consider to what extent this instructional support provided by the instructor would help pre-service teachers to perceive themselves as self-efficacious to teach contents in PE.

Participants and design: After a pre-test, sixty-nine PE pre-service teachers were randomly assigned to one of the three following conditions: CL (14 males and 7 females); CLS (20 males and 8 females) or direct instruction condition (DI; 12 males and 8 females). For the training session a selected CL procedure (Jigsaw) [Aronson, Elliot, and Shelley Patnoe. 1997. The Jigsaw Classroom: Building Cooperation in the Classroom. 2nd ed. Wokingham: Addison-Wesley Educational]) was used to split CL and CLS participants into mixed-sex teams, whereas DI participants practiced the same exercises in dyads. According to the training conditions, the same instructor provided different information to participants along the three 2-hour instructional sessions with regard to: (a) warm-up (DI), (b) CL organization (CL), and (c) scaffolding integrated into a CL implementation (CLS).

Data collection: A Pre-test/post-test design was used to consider PE pre-service teacher’s motor skill, knowledge for practice, and self-efficacy improvements. The post-test also examined participants’ pedagogical knowledge.

Findings: The results showed that the participants in the three conditions progressed on performance, knowledge for practice, knowledge for teaching, and self-efficacy. Although no difference was found in self-efficacy between the three training conditions over time, significant differences appeared on pedagogical knowledge or/and motor skills with an advantage for the CL and CLS participants, respectively.

Conclusion: Although short training sessions dedicated to discovering new sports stay problematic for teacher professional development, implementing CL pre-service teacher training designs would be a relevant alternative. Instructional knowledge would be developed mainly when they have explicitly access to information concerning the teacher intervention. Nevertheless, such a scaffolding procedure integrated into CL training designs would need to be applied repeatedly to various physical activities to have an impact on pre-service teachers’ self-efficacy.     

体育教育专业教师职业技能训练课程的设置

对新颁布的《课程标准》、《课程方案》（体育）以及6所高师体育院系教育专业课程方案中有关教师职业技能训练方面的内容进行分析。研究表明：《课程标准》在课堂教学技能、开展体育活动技能、现代教育技术技能等方面对体育教师职业技能提出新的要求;《课程方案》在体育教育专业培养目标上有新的突破,增加了课程的门类,增多了课程的形式,增大了课程结构的弹性,但是对体育教师职业技能培养方面重视程度不够,相关训练课程内容少;我国6所高师体育教育本科教师职业技能训练课程存在课程教学时间少、内容不全面、针对性不强、教学方法单一、教学形式经验化、教育实习环节薄弱等问题。     

运动教育模式对学校体育课程改革的启示

引入当代西方著名体育学者西登托普先生的运动教育模式，从运动教育模式的含义、目的、目标、内容和特点进行研究。运动教育模式的引进为我国学校体育课程提供了学校体育课程改革可操作性及运动参与目标多元化和社会适应目标的模式，同时提供了人文化的体育教育与运动教育模式，为我国新课标的修改与完善，教师体育教学操作与创新和学校体育课程改革与实施提供参照。     

英国国家体育课程对我国体育课程改革的启示

英国于1988年首次实施中小学＂国家课程＂标准.现行的＂国家课程2000＂是经过1994年和1999年两次修改完善而于2000年颁布实施的课程标准.英国国家体育课程作为国家课程的一部分,也经过了较大的改动.英国国家体育课程的发展过程、价值取向、课程结构与特征给予我国体育课程改革的启示：体育课程应体现社会发展的价值取向;体育与健康是两门性质不同的课程,应开设单独的健康教育课程;体育课程内容的选择应讲求灵活性与统一性的结合;课程实施与评价由学校、家长和师生共同监测.     

论"双师型"职教人才培养模式的体育课程教学目标与特色

分析了“双师型”职教人才培养模式中体育课程教学目标、特色与主要内容,认为应将职技高师的职业技能、师范教育和体育教学三者有机地结合起来,充分体现职技高师公共体育教学的特色,培养高质量、高素质的“双师型”职教优秀人才。     

Teachers' reports of student misbehavior in physical education

Classroom management, and, more specifically, the management of student behavior, is an essential skill for and central concern of physical education teachers. Surprisingly little information is known, however about the specific nature of student behaviors that might negatively affect the class environment. The purpose of this study was to examine teachers' reports of student behaviors that may create management issues in physical education classes. Over 300 teachers representing a range of grade levels and school contexts completed a survey related to the frequency of potentially negative student behaviors. Many types of misbehaviors were reported, but the most common were mild. Teachers' reports varied by sex, years of teaching experience, and school context.     

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。     

The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students' physical education motivation

Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education.     

Teachers' stories: physical education teachers' constructions and experiences of masculinity within secondary school physical education

Physical education (PE) and sport have traditionally been identified by scholars as a key mechanism for the production and reproduction of a culturally esteemed ideal of masculinity, premised upon being stoic, strong, competitive, sexist and homophobic. Yet, more recent research reflects a change in valued masculinity as a response to declining cultural homohysteria. As such, this preliminary study looks to establish how PE teachers understand and construct masculinities within the educational environment. Through in-depth interviews, we find participants recognised many elements of softer masculinities, described in inclusive masculinities literature, as being performed by contemporary teenagers. This includes being emotionally open, embracing a more effeminate taste in dress and being increasingly physically tactile. However, we also found that the PE teachers have a cohort variance in their masculine values, with those socialised in sport through the 1980s showing the most orthodox and oppressive views.     

基础教育体育课程的本体论危机与哲学应答

求真、向善和审美是体育课程的本体论追求.在真善美的哲学语境中"怎样都行"的体育课程观模糊了体育课程的"真义"所在,极易导致课程"万能论"和"无用论"的价值境地;其次,体育课程弱化了对学生合作、自制、责任感、正义与诚信等人性"向善"的教育,导致了课程社会属性的缺失;第三,体育课程缺乏对身体美的发现和表达,课程缺乏风格.通过以上体育课程本体论危机症结的分析,从哲学角度提出了课程"求真"必须遵循内在的生命逻辑,课程"向善"必须重视社会规范和道德教化,课程"审美"必须注重体魄铸造,凝炼精神之美,三者只有相互融通从而更好地担负起体育课程的教育使命和社会使命.     

The Korean national curriculum for physical education: a shift from edge to central subject

Background: Within the last half century, the Korean national curriculum has undergone seven periods of reform, each at intervals of just 6–8 years. The most recent ‘seventh curriculum’ was developed in 1997, and implemented in schools from 2001. Continual curriculum change has been driven by national and social needs, keeping in line with the philosophical and theoretical positions popular in the field of education. The main theme for the seventh curriculum that sets it apart from previous curriculum reform is it is a ‘differentiated curriculum.'

Purpose: This study is intended to reflect and analyze the historical change of the Korean National Curriculum for Physical Education (KNCPE) over the past 60 years, covering the first through to the seventh curriculum reform phases, and then to propose the shaping and future directions of physical education (PE) national curriculum in Korea in a context of demonstrable global academic achievement among other neoliberal concerns.

Discussion and conclusions: Fifteen years have passed since the inception of this ‘new’ curriculum. A number of studies have been conducted to investigate its educational effects. Nevertheless, the results are unclear and many problems exist in this area. First, PE is still regarded as a minor subject area compared with other subjects such as mathematics or science. Second, major philosophies and principles employed to construct the framework for movement activities are heavily based on Western concepts and approaches. And lastly, many students are still physically unfit and passive in their daily life suggesting that the curriculum messages have not been effective. Now, further change is needed to refocus the PE curriculum, arguing that PE in Korea is at a curriculum cross-roads.     

体育教育专业课程体系优化的方法与实践

分析了体育教育专业课程体系的结构,并从“软”、“硬”系统角度提出了对其优化的程序和方法,论述了“课程体系一课程群一课程亚群一具体课程……”的递阶式控制思路和多课程方案的优化方法。     

Inclusive and accessible physical education: rethinking ability and disability in pre-service teacher education

This paper identifies and explores emergent themes in inclusive PE in the specific context of pre-service teacher preparation programs. Fully inclusive PE encompasses four areas: knowledge and curricula related to ability and disability, teacher attitudes, pre-service teacher education and a reframing of our understandings of multiple perspectives on physical literacy. Fully accessible PE involves material and attitudinal conditions configured to render these programs actually usable by all those whose ‘inclusion’ is intended. Access is, indeed, conceptually implied in ‘inclusion’, however, in practice the latter can easily become more of a slogan naming an aspiration than a realizable state of affairs. Unless an organization or individual brings a universal commitment to access, attitudinal barriers may prevent full inclusion from becoming a reality. The paper uses qualitative case study methodology to examine pre-service teacher education students’ preconceptions about ‘dis’ability and analyses heuristically how pre-service teachers pre-conceived notions of ability and disability may be challenged through an intervention. 21C PE programs can move towards an emphasis on inclusive activities which are not based on traditional conceptions of physical competence, size, shape, appearance and ability, but instead focus on how all bodies can develop fundamental movement skills, functional fitness and physical literacy. The author challenges pre-service students to address issues of accessibility, normative notions of ability, body equity, social justice and inclusion, as well as the need for multiple definitions of physical literacy. The paper is a case study of the specific phenomenon of ‘broadening student teachers’ understandings of ability and disability in PE’ as a necessary condition for preparing students to work in schools where full inclusion may not have been integral to PE policies, programs and practices.     

体育院校运动训练专业课程的改革

从体育院校运动训练专业本科教育现状入手,结合实际,剖析现阶段我国体育院校运动训练本科专业课程设置的具体情况,找出其存在问题及根源,阐述了运动训练专业课程体系改革的理论框架和理论依据,提出了其改革的对策及建议。研究认为,运动训练课程体系改革必须做到围绕学生发展、社会需求、课程目标、实际情况和授课效率等5个方面对运动训练专业课程体系进行妥善、有效的改革。     

大学体育课程改革问题剖析

走进当今大学体育课程,针对课程目标的细化、平等（教师与学生、学生个体与个体）概念对教育主体与客体的迷惑,理论研究与课程实施对象和实践环境的不和谐,对终结性评价的盲目否定等现状,从体育课程文化的传承与促进人的发展出发,提出了以教师为主体和丰富课程内容、构建新的课程评价体育的观点.     

The role of teacher knowledge in elementary physical education instruction: an exploratory study.

The purpose of this study was to describe how providing teachers with research based knowledge about developmental throwing can influence teachers' observational interpretations and their students' practice patterns. Eight kindergarten classroom teachers with high generic teaching skill competence taught a 6-week overhand throwing unit to the children in their intact classes. Prior to the unit, four of the teachers were randomly assigned to a 4-hour knowledge training program. The other four teachers served as a comparison group (underwent no knowledge training). During the unit, data from stimulated recall interviews were used to describe and compare the thoughts and knowledge concepts expressed by the two groups of teachers. The throwing practice experienced by the children in the knowledge-trained and comparison teachers' classes was videotaped and analyzed for frequency of opposite foot stepping. The knowledge acquired during training was associated with different patterns of skill observation. The knowledge concepts the teachers acquired during training formed the basis of many of their thoughts and were reflected in the instructional procedures implemented. The knowledge-trained teachers' classes demonstrated more than twice as many opposite foot throws during the unit than the comparison teachers' classes.