沈阳市小学体育教研组长角色期望与角色实践研究
发布时间：2018-08-20 13:05
【摘要】：体育教研组长的角色实践不仅关系到教研组工作开展,还关系到体育课程改革的推进以及学校体育教育水平。本研究总结了前人研究领域的不足,从小学体育教研组长基本情况、教学情况、工作组织能力和专业成长四个角度分析角色期望与角色实践的偏差,剖析角色实践的影响因素,对比不同类型学校的做法,取其精华、去其糟粕,提出改进对策,缩小体育教研组长角色期望和角色实践之间的差距。本文通过文献综述法、访谈法、问卷调查法以及数理统计法对小学体育教研组长的角色期望和角色实践进行研究,研究结果显示:学校领导和体育教师对教研组长角色期望和角色实践评价不一致。领导组意见显示,教研组长角色实践高于角色期望的有4项,包括工作经验(P0.01),论文数量(P0.05),裁判能力(P0.05),学历(P0.01),在专兼职情况、产生方式、职称水平、课题申报能力、教学方法创新能力、教学能力、工作态度、为组员争取进修机会情况、进修意识8个方面,角色实践均显著低于角色期望。教师组意见显示,教研组长角色实践高于角色期望的有工作经验(P0.01),职称水平(P0.05),裁判能力(P0.05),教师工作统筹力(P0.01),学历(P0.01)5项,其余13项指标角色实践均低于角色期望。研究认为,沈阳市小学体育教研组长的角色期望与其角色实践存在一定差距,造成差距的原因包括,体育教研组长角色认识偏差、考核体制的缺失、培训的缺失以及执行权力不到位。从基本情况、教学情况、工作组织能力和专业成长四个角度剖析体育教研组长角色实践的影响因素,对比不同类型学校体育教研组长工作现状可知,省重点小学的体育教研组长在产生方式、工作态度、任职时间、科研水平、裁判水平、教研活动的组织、进修经历方面值得借鉴。要缩小小学体育教研组长的角色实践和角色期望之间的差异,需从矫正角色认知、规范管理体制、加大培训力度、授予相应权力入手多管齐下。建议学校加强对体育教研组长胜任力的培养;规范学校体育制度,加强体育课堂管理;完善体育教研组长管理体制;对体育教研组长进行规范性培训。
[Abstract]:The role practice of physical education research team leader is not only related to the work of teaching and research group, but also related to the promotion of physical education curriculum reform and the level of physical education in schools. This study summarizes the shortcomings of previous research fields, analyzes the deviation between role expectation and role practice from four angles of elementary school physical education research team leader's basic situation, teaching situation, work organization ability and professional growth, and analyzes the influencing factors of role practice. By comparing the methods of different types of schools, we should take the essence and discard the dross, put forward the improvement measures, and narrow the gap between the role expectation and the role practice of the sports teaching and research team leader. Through literature review, interview, questionnaire survey and mathematical statistics, this paper studies the role expectation and role practice of primary school physical education research team leader. The results show that school leaders and PE teachers do not agree with the roles of teaching and research leaders. According to the opinion of the leading group, there are four items in which the role practice of the teaching and research team leader is higher than the role expectation, including work experience (P0.01), the number of papers (P0.05), the ability of judging (P0.05), the educational background (P0.01), the situation of full-time work, the mode of production, the level of professional title, the ability to declare the project, The teaching method innovation ability, teaching ability, work attitude, striving for the opportunity of further study for the group members, and the learning consciousness, the role practice are all lower than the role expectation. The opinion of the teacher group showed that the role practice of teaching and research team leader was higher than that of role expectation (P0.01), professional title level (P0.05), referee ability (P0.05), teachers' overall ability of work (P0.01), educational background (P0.01), and the other 13 index role practice were all lower than role expectation. The research shows that there is a certain gap between the role expectation and the role practice of the physical education research group leader in Shenyang. The reasons for the gap include the deviation of the role cognition of the sports teaching and research group leader, the lack of the examination system. Lack of training and lack of executive authority. From the basic situation, the teaching situation, the work organization ability and the professional growth four angle analysis sports teaching and research team leader role practice influence factor, compares the different type school sports teaching and research group leader work present situation to know, The leaders of PE teaching and research in key primary schools in the province are worthy of reference in the aspects of producing way, working attitude, working time, scientific research level, referee level, organization of teaching and research activities, and learning experience. In order to reduce the difference between the role practice and the role expectation of the primary school physical education research team leader, we should correct the role cognition, standardize the management system, increase the strength of training, and grant the corresponding power. It is suggested that the school should strengthen the training of the competence of the team leader of sports teaching and research; standardize the school physical education system and strengthen the management of the physical education classroom; perfect the management system of the group leader of sports teaching and research; and carry on the normative training to the group leader of sports teaching and research.
【学位授予单位】：沈阳体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8
本文编号：2193704
[Abstract]:The role practice of physical education research team leader is not only related to the work of teaching and research group, but also related to the promotion of physical education curriculum reform and the level of physical education in schools. This study summarizes the shortcomings of previous research fields, analyzes the deviation between role expectation and role practice from four angles of elementary school physical education research team leader's basic situation, teaching situation, work organization ability and professional growth, and analyzes the influencing factors of role practice. By comparing the methods of different types of schools, we should take the essence and discard the dross, put forward the improvement measures, and narrow the gap between the role expectation and the role practice of the sports teaching and research team leader. Through literature review, interview, questionnaire survey and mathematical statistics, this paper studies the role expectation and role practice of primary school physical education research team leader. The results show that school leaders and PE teachers do not agree with the roles of teaching and research leaders. According to the opinion of the leading group, there are four items in which the role practice of the teaching and research team leader is higher than the role expectation, including work experience (P0.01), the number of papers (P0.05), the ability of judging (P0.05), the educational background (P0.01), the situation of full-time work, the mode of production, the level of professional title, the ability to declare the project, The teaching method innovation ability, teaching ability, work attitude, striving for the opportunity of further study for the group members, and the learning consciousness, the role practice are all lower than the role expectation. The opinion of the teacher group showed that the role practice of teaching and research team leader was higher than that of role expectation (P0.01), professional title level (P0.05), referee ability (P0.05), teachers' overall ability of work (P0.01), educational background (P0.01), and the other 13 index role practice were all lower than role expectation. The research shows that there is a certain gap between the role expectation and the role practice of the physical education research group leader in Shenyang. The reasons for the gap include the deviation of the role cognition of the sports teaching and research group leader, the lack of the examination system. Lack of training and lack of executive authority. From the basic situation, the teaching situation, the work organization ability and the professional growth four angle analysis sports teaching and research team leader role practice influence factor, compares the different type school sports teaching and research group leader work present situation to know, The leaders of PE teaching and research in key primary schools in the province are worthy of reference in the aspects of producing way, working attitude, working time, scientific research level, referee level, organization of teaching and research activities, and learning experience. In order to reduce the difference between the role practice and the role expectation of the primary school physical education research team leader, we should correct the role cognition, standardize the management system, increase the strength of training, and grant the corresponding power. It is suggested that the school should strengthen the training of the competence of the team leader of sports teaching and research; standardize the school physical education system and strengthen the management of the physical education classroom; perfect the management system of the group leader of sports teaching and research; and carry on the normative training to the group leader of sports teaching and research.
【学位授予单位】：沈阳体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.8
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