基于教师专业发展视域的高校体育教师职后教育研究

发布时间：2018-04-12 09:14

本文选题：教师专业发展 + 高校体育教师　；参考：《华中师范大学》2012年博士论文

【摘要】：鉴于《国家中长期教育改革和发展规划纲要》提出“努力造就一支高素质专业化教师队伍”要求的背景,本研究从教师专业发展视域,通过多种研究方法等,对体育教师职后教育发展历程、新中国高校教师有关职后教育政策和我国高校体育教师职后教育现状分析与考察,力求在把握我国高校体育教师职后教育发展的基本脉络、特点和存在的主要问题及其原因的基础上,提出进一步推进我国高校体育教师职后教育发展的建议,以期为国家相关部门制定高校体育教师职后教育政策提供参考。全文除绪论和结束语外,研究正文共分为四章。绪论中介绍了本文的研究背景、研究的目的和内容、选题意义、研究现状、研究对象与方法、研究思路和技术路线、研究假设、研究的主要问题和重点与难点、拟创新之处,并对文中所涉及到的相关概念及其关系进行了阐释。第一章,教师专业发展与高校体育教师职后教育。关于“教师专业发展”,不同学者的理解有所的不同,其中包括诸多与教师专业发展相关度比较高的概念；有关教师专业发展的理论也有着比较厚实的根基,但主要涉及中小学教师的发展。高校体育教师专业发展既需要体育教师个体自身在其职业生涯中不断的努力,也需要教师个体职业生涯环境中各种促进因素的和谐。职后教育是高校体育教师专业发展的重要途径。第二章,国内外教师职后教育的发展历程。国外,早在17世纪末英国已出现教师职后教育。从1944年《麦克奈尔报告》的颁布到1972年《詹姆斯报告》的产生以及20世纪初的终身教育思想影响,由法国保罗·郎格朗提倡的“职后教育”现已在许多国家形成共识；国外高校,尤其是一流的高校都注重通过各种有效机制促进教师职后教育的发展和保障高质量的教师队伍水平。国内,新中国成立后,高校体育教师职后教育在新中国高等教育发展的60多年的历程中,历经了因在不同历史背景和政策而显现出不同历史特征的六个阶段。第三章,我国高校体育教师职后教育的现状研究。现行国家有关高校教师职后教育的政策和遍及全国的高校体育教师职后教育的组织已成为高校体育教师职后教育发展的保障,而高校教师资格认定与聘任制度的实施是高校体育教师职后教育发展的主要推动力；高校体育教师职后教育主要有“在岗”与“离岗”两种教育方式和多种教育形式与内容,多数教师趋向于“在岗”的职后教育方式并带有明显的功利色彩,不同职称与学历背景的教师对职后教育的认识存在差别；目前,国家还缺乏对体育教师参与职后教育的鼓励与支持性政策和专门指导理论；高校体育教师职后教育发展整体规划与分类形式还存在不足等。第四章,进一步推动高校体育教师职后教育发展的思考。根据不同类型高校的发展要求和高校体育教师的职业技能表现特征,在分析高校教师职后教育有关政策法规、高校教师资格证制度和高校体育教师职后教育存在不足原因的基础上,提出了进一步推动高校体育教师职后教育发展与改进的思考与建议。
[Abstract]:In view of the background of " efforts to bring up a contingent of high - quality professional teachers " , this paper analyzes and investigates the development course of post - service education in China ' s colleges and universities , analyzes and investigates the current situation of post - employment education in China ' s colleges and universities , and puts forward some suggestions to further advance the post - employment education policy of PE teachers in China .

The preface introduces the background of the research , the purpose and content of the research , the significance of the research , the research situation , the research object and method , the research thinking and the technical route , the research hypothesis , the main problems and the key points and difficulties of the research , the proposed innovation , and explains the related concepts and their relationship .

The first chapter , the teacher ' s professional development and the post - service education of PE teachers in colleges and universities . With regard to " teacher professional development " , different scholars have different understandings , including many concepts which are higher than those of teachers ' professional development .
The theory of teacher ' s professional development also has a relatively thick foundation , but it mainly involves the development of primary and middle school teachers . The professional development of PE teachers in colleges and universities needs not only the continuous efforts of PE teachers themselves in their careers , but also the harmony of various factors in the individual career environment of teachers . Post - service education is an important way for the professional development of PE teachers in universities .

The second chapter , the development of post - employment education at home and abroad , has appeared in Britain at the end of the 17th century .
Foreign universities , especially the first - class universities , are paying attention to the promotion of the development of post - employment education through various effective mechanisms and the guarantee of high - quality teachers ' teams . After the establishment of the new China , after the establishment of the new China , the post - service education of PE teachers in colleges and universities in the course of more than 60 years of the development of the new China ' s higher education has passed through six stages of different historical characteristics in different historical backgrounds and policies .

In the third chapter , the present situation of post - employment education of PE teachers in China ' s colleges and universities is studied . The current state policy of post - employment education and the organization of post - service education in colleges and universities have become the guarantee of post - service education development in colleges and universities .
The post - employment education of PE teachers in colleges and universities mainly includes two kinds of education modes and forms and contents of " on - duty " and " off - duty " . Most teachers tend to be " in post " post - employment education mode and have obvious utilitarian color , different professional titles and educational background teachers have different knowledge of post - vocational education ;
At present , the state also lacks the encouragement and supporting policy and specialized guidance theory to the teachers ' participation in post - vocational education ;
There are still some deficiencies in the overall planning and classification of post - service education development in colleges and universities .

In the fourth chapter , the author further promotes the thought about the development of the post - service education of the college physical education teachers . Based on the analysis of the characteristics of the development of the different types of colleges and universities and the characteristics of the professional skills of the PE teachers in colleges and universities , this paper puts forward some suggestions and suggestions to further promote the development and improvement of the post - service education in colleges and universities .

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G645.1

【参考文献】