中小学足球专项教师培训班中学员学习态度及影响因素研究

发布时间：2018-05-28 09:57

本文选题：校园足球 + 中小学　；参考：《湖北师范大学》2017年硕士论文

【摘要】：教师行业古往今来都被看做是一种神圣的事业,但是随着教师数量的剧增,整体教师的质量却在下降,校园足球活动开展至今,师资问题一直是制约校园足球发展的一个重大问题。本研究以湖北师范大学举行的几期中小学足球专项教师培训班中的学员为研究对象,通过运用态度测量量表的方法计算出体育教师在培训过程中的态度值,然后通过单因素方差分析的方法找出影响中小学足球专项教师学习态度的因素。通过研究总结出以下几点结论:1.中小学足球专项教师的整体学习态度比较积极,在各一级指标中,行为倾向方面表现的最为积极。2.中小学足球专项教师的年龄、教龄、职称与体育教师的学习态度之间差异性不显著。3.中小学足球专项教师的性别、学历、培训次数与他们的学习态度之间存在差异性,是影响他们学习态度的几个重要因素。根据上面的结论,笔者结合各方面的文献资料总结出以下几点建议:1.加强中小学足球专项教师对培训意义的认识从调查中发现很多教师根本没有意识到培训的意义,大多数教师是因为学校方面的压力或者是想获得培训证书才被迫去培训的,机械化的练习使得他们缺少思考缺少认识。因此笔者认为,中小学足球专项教师在培训之前应该加强他们对培训意义的认识。2.加强中小学足球专项教师对培训目的的认识每次培训的目的无疑是为了增加教师的教学知识,以及先进的教学经验,但是很多教师就没有意识到这一点,盲目的参加培训,不知道自己在培训中想要获得什么,因此在培训之前应该端正每位教师的学习目的,带着一颗探索的心去学习才能获得更多的知识。3.适当安排课后练习任务,定期检查大部分的教师培训会给予培训的学员充足的课余时间,在这充裕的课余时间里,大部分老师会选择出去逛或者组团出去玩的,这就导致了被培训教师的学习态度越来越差,因此培训班的教练应该注意好好地利用这些课余时间,应当适当的给被培训的教师布置一些课后作业,让他们在每天的学习之余有所补充和巩固。当然重视课后作业并不是限制了被培训教师的课余时间更不是夺取他们的自由,这里所说的重视是适量的给被培训教师安排课后任务,定期检查,并且给予相应的评价,只有让被培训教师自己足够重视这一学科,才能使学习的效果达到更佳。
[Abstract]:The teaching profession has always been regarded as a sacred cause, but with the rapid increase in the number of teachers, the overall quality of teachers is declining, and campus football activities have been carried out so far. The question of teachers has been a major problem restricting the development of campus football. In this study, the students in several special football teacher training courses held in Hubei normal University were used to calculate the attitude value of PE teachers in the process of training by using the attitude measurement scale. Then the single factor analysis of variance is used to find out the factors that affect the learning attitude of football teachers in primary and middle schools. The following conclusions are summed up by the study: 1. The overall learning attitude of football teachers in primary and middle schools is positive, and the behavioral tendency is the most active. 2. There is no significant difference between the age, teaching age, professional title and the learning attitude of PE teachers in primary and middle school football teachers. There are some important factors that affect the learning attitude of football teachers in middle and primary schools, such as their sex, education, training times and their learning attitude. According to the above conclusion, the author summarizes the following suggestions: 1. Strengthen the awareness of football teachers in primary and secondary schools on the significance of training. From the investigation, we found that many teachers simply did not realize the significance of training. Most teachers were forced to train because of pressure from the school side or because they wanted to obtain a training certificate. The mechanization of the exercise left them short of thinking and understanding. Therefore, the author believes that the primary and secondary school football special teachers should strengthen their understanding of the significance of training. 2. 2. To enhance the awareness of football teachers in primary and secondary schools on the purpose of training, the purpose of each training is undoubtedly to increase teachers' teaching knowledge and advanced teaching experience, but many teachers do not realize this and blindly participate in training. Do not know what they want to get in training, so before training should correct each teacher's learning purpose, with a heart of exploration to learn to get more knowledge. Make proper arrangements for after-school exercises, and regularly check that most of the teachers' training will give sufficient spare time to the trainees. In this ample spare time, most teachers will choose to go out to hang out or form groups to go out and play. As a result of this, the learning attitude of the trained teachers is getting worse and worse. Therefore, the coaches of the training courses should pay attention to making good use of these spare time and should properly assign some after-school assignments to the trained teachers. Let them in the daily study to complement and consolidate. Of course, attaching importance to after-school work does not limit the after-school time of trained teachers, nor does it restrict their freedom. The emphasis here is to arrange adequate after-school tasks for trained teachers, to inspect them regularly, and to give corresponding evaluations. Only if the trained teachers themselves pay enough attention to the subject can the learning effect be better.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96

【参考文献】