南京市特殊教育学校体育教师在职培训研究

发布时间：2018-07-17 03:46

【摘要】：在职培训作为教师专业化发展重要组成部分,是教师应当享有的基本权利,也是教师专业素质和教学能力得以提高的必经过程。在政策引导背景下,为了提高特殊教育质量,加快特殊学校教师专业能力发展,师资培养与培训研究被人们一度关注。尽管目前已经有很多关于特殊教师培训研究成果,但在单一学科方面,尤其是体育方面,其研究成果仍然比较缺乏,特殊学校体育教师培训培养研究依然比较薄弱。在职培训的目的在于满足教学需要,提高教师教学能力,改善教学实施状况,而教学现状了解对促进教师在职培训合理实施可以起到最直接最有力的反馈作用,所以,本文从特殊教育学校体育教师教学现状和培训学习现状出发,以其发展中的问题为抓手和着力点,通过理论层面与实践层面探索,致力于构建促进特殊学校体育教师专业发展的培训模式。研究方法:通过文献资料法、问卷调查法、访谈法、数理统计法等研究方法,对南京市十所特殊教育学校体育教学现状和体育教师在职培训现状进行调查研究。研究结果:一、将现状调查数据进行归纳与分析,其结果总结为以下四方面:特殊教育学校体育教师专业水平参差不齐,教学现状不容乐观;培训实施力度较弱,培训模式有待改善;培训内容比较单一,理论体系不够完善;影响因素多层多样,主要归纳为四个层面,即教育部门、残疾人联合会、特殊教育学校和体育教师自身。二、在理论探索方面,运用扎根理论,对访谈资料和调查结果进行系统分析与整理,形成特殊教育学校体育教师培训学习理论体系,即"特殊教育学校体育教师专业标准",包括知识与技术、课程与教学、交流与合作、专业反思与专业发展、科研五部分。三、在实践探索方面,构建了协同培训模式。该模式集合了集中研修培训、网络远程培训、名师工作室培训的优点,以"特殊教育学校体育教师专业标准"各项指标作为培训内容,以多元评价方式作为评价手段,极大提高了培训实施的有效性与持续性,也有力带动了支持体系的不断完善,使教师培训与发展进入良性循环。
[Abstract]:As an important part of teachers' professional development, in-service training is the basic right that teachers should enjoy, and it is also a necessary process for teachers' professional quality and teaching ability to be improved. Under the background of policy guidance, in order to improve the quality of special education and accelerate the development of teachers' professional ability in special schools, the research of teacher training and training has been paid close attention to. Although there have been a lot of research achievements on the training of special teachers, but in the single subject, especially in sports, the research results are still relatively lacking, and the research on the training and training of PE teachers in special schools is still relatively weak. The purpose of in-service training is to meet the needs of teaching, to improve teachers' teaching ability and to improve the status of teaching implementation, and the understanding of teaching situation can play the most direct and effective feedback role in promoting the rational implementation of in-service training for teachers. Starting from the present situation of physical education teachers' teaching and training in special education schools, this paper focuses on the problems in their development and explores them from the theoretical and practical aspects. Dedicated to the construction of special schools to promote the professional development of PE teachers training model. Methods: the present situation of physical education teaching and in-service training of physical education teachers in ten special education schools in Nanjing was investigated by the methods of literature, questionnaire, interview and mathematical statistics. The results are summarized as follows: the professional level of PE teachers in special education schools is uneven, the teaching situation is not optimistic, and the implementation of training is weak. The training model needs to be improved; the training content is relatively simple, the theoretical system is not perfect; the influencing factors are multi-layer and diverse, which are mainly divided into four levels, namely, the education department, the disabled persons' federation, the special education school and the physical education teacher itself. Second, in the aspect of theoretical exploration, applying the theory of taking root, systematically analyzing and sorting out the interview materials and the results of the investigation, to form a theoretical system for the training and learning of PE teachers in special education schools. It includes five parts: knowledge and technology, curriculum and teaching, communication and cooperation, professional reflection and professional development, and scientific research. Third, in the aspect of practical exploration, the cooperative training model is constructed. This model combines the advantages of centralized training, network distance training, and training of famous teachers' studio. It takes various indexes of "Professional Standards for PE Teachers in Special Education Schools" as the training contents and multiple evaluation methods as the means of evaluation. It greatly improves the effectiveness and sustainability of training implementation, and promotes the continuous improvement of support system, which makes teacher training and development into a virtuous circle.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G807

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