初任体育教师与经验体育教师学科教学知识（PCK）比较研究
发布时间：2019-04-10 13:01
【摘要】：近年来,国家对基础教育体育教学的关注程度越来越高,体育教师的培养与专业化发展自然而然地受到人们的关注。但从目前已参加工作的体育教师来看,以其毕业之初的专业能力尚不能胜任目前我国中小学体育教学任务,难以达到理想的教学效果。本研究以体育教师学科教学知识(PCK)为研究对象,采用文献资料法、问卷调查法、数理分析法等研究方法,借鉴已有的国内外相关研究成果,综合运用体育、教育等学科的理论,通过比较分析初任体育教师与经验体育教师之间学科教学知识(PCK)的差异,找出体育教师所必备的学科教学知识,融合学科教学知识(PCK)于高校对体育专业师范生的培养,促进初任体育教师的学科教学知识(PCK)的养成,以有效克服当前初任体育教师不能较好地完成中小学体育教学任务,难以达到理想的教学效果等问题有所裨益。本研究得出以下主要结论:(1)不同教龄之间的体育教师学科教学知识各维度间存在显著性差异,初任体育教师学科教学知识总得分均值为107.40,维度1至6的得分均值分别为22.35、18.33、23.26、15.32、14.35和13.80;经验体育教师学科教学知识总得分均值为145.66,维度1至6的得分均值分别为32.79、26.45、31.08、22.47、17.79、15.08。从两者的总得分以及维度得分均值来看,初任体育教师对于学科教学知识的了解及运用,要差于经验体育教师,相差较多的主要是学生知识、体育教学目标知识、体育教学组织与管理知识及体育教学方法知识。(2)在学生知识的比较中,两者间存在显著性差异,初任体育教师对学生的身体发育、心理发展特点以及运动技能认知发展特点较为模糊;对学生运动能力把握较差及、学生掌握知识的了解甚少。(3)在体育教学目标知识的比较中,两者间存在显著性差异,初任体育教师对所教年级的教学目标以及不同年级教学目标之间的联系不清晰。(4)在体育教学内容知识的比较中,两者间存在显著性差异,初任体育教师对体育教学内容的理解不足,对教学内容的重难点把握较差,不善于运用口诀表述运动技能要点;对教学内容的选取刻板,无创新。(5)在体育教学组织与管理知识的比较中,两者间存在显著性差异,初任体育教师对于突发事件的处理、对课堂秩序的把控以及对队伍的调动以及口令方面与经验体育教师相比有所差距。(6)在体育教学方法知识的比较中,两者间存在显著性差异,初任体育教师的教学方法单一,对于其他的教学方法运用较少。(7)在体育教学评价知识的比较中,两者间存在显著性差异,初任体育教师对体育教学评价时机的把握、评价方式的运用与经验体育教师相比有差距。本研究主要提出以下建议:(1)初任体育教师要加强学科教学知识的认知与运用,促进学科教学知识(PCK)的养成。(2)高校对体育专业师范生的培养要融合学科教学知识(PCK)。
[Abstract]:In recent years, the state pays more and more attention to physical education teaching in basic education, and the cultivation and professional development of physical education teachers are naturally concerned by people. However, from the point of view of the physical education teachers who have participated in the work at present, their professional ability at the beginning of graduation is still not competent for the task of physical education teaching in primary and secondary schools in China, and it is difficult to achieve the ideal teaching effect. This research takes the physical education teacher subject teaching knowledge (PCK) as the research object, uses the literature material method, the questionnaire investigation method, the mathematical analysis method and so on, draws lessons from the existing domestic and foreign related research achievements, uses the sports synthetically, Based on the theories of education and other disciplines, this paper compares and analyzes the differences of the teaching knowledge (PCK) between the initial physical education teachers and the experienced physical education teachers, and finds out the necessary subject teaching knowledge for the physical education teachers. The integration of subject teaching knowledge (PCK) can promote the cultivation of normal students of physical education major in colleges and universities, and promote the formation of (PCK) of the new physical education teachers' discipline teaching knowledge. In order to effectively overcome the current primary and secondary physical education teachers can not better complete the task of physical education, difficult to achieve the ideal teaching effect and other problems are helpful. The main conclusions of this study are as follows: (1) there are significant differences in the dimensions of teaching knowledge of physical education teachers among different teaching ages, and the average score of the total teaching knowledge of first-time physical education teachers is 107.40. The mean scores of dimensions 1 to 6 were 22.35, 18.3, 23.26, 15.32, 14.35 and 13.80 respectively. The total score of physical education teachers was 145.66, and the scores of dimensions 1 to 6 were 32.79, 26.45, 31.08, 22.47, 17.79, 15.08, respectively, and the average scores of the dimensions 1 to 6 were 32.79, 26.45, 31.08,22.47, 17.79, 15.08, respectively. From the point of view of the total score and the mean value of the dimension score, the initial physical education teacher's understanding and application of the subject teaching knowledge should be worse than that of the experienced physical education teacher, and the main difference is the students' knowledge, the physical education teaching target knowledge, and the students' knowledge and the physical education goal knowledge. (2) in the comparison of the students' knowledge, there is a significant difference between the two. The physical development of the students by the initial physical education teachers, the physical development of the students, the physical development of the students. The characteristics of psychological development and cognitive development of sports skills are vague; The students have little knowledge about sports ability. (3) there is a significant difference between them in the comparison of the objective knowledge of physical education. (4) in the comparison of the content and knowledge of physical education, there is a significant difference between the two, and the relationship between the teaching objectives of the different grades and the teaching objectives of different grades is unclear. (4) there is a significant difference between the two groups in the comparison of physical education content and knowledge. First-time physical education teachers lack of understanding of physical education teaching content, grasp the importance and difficulty of teaching content poorly, and are not good at expressing sports skills points by using the formula; The selection of teaching content is rigid and there is no innovation. (5) in the comparison of physical education teaching organization and management knowledge, there is a significant difference between the two. The control of the classroom order, the transfer of the team and the password are different from those of the experienced physical education teachers. (6) there is a significant difference between the two in the comparison of physical education teaching methods and knowledge. The teaching method of the first-time physical education teacher is single, and the use of other teaching methods is less. (7) in the comparison of physical education teaching evaluation knowledge, there is a significant difference between the two, the grasp of the initial physical education teacher on the opportunity of physical education teaching evaluation, There is a gap between the use of evaluation and the experience of physical education teachers. The following suggestions are put forward in this study: (1) the first-time physical education teachers should strengthen the cognition and application of the knowledge of subject teaching. To promote the formation of subject teaching knowledge (PCK). (2) the cultivation of normal students of physical education major in colleges and universities should integrate the discipline teaching knowledge (PCK).
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
本文编号：2455819
[Abstract]:In recent years, the state pays more and more attention to physical education teaching in basic education, and the cultivation and professional development of physical education teachers are naturally concerned by people. However, from the point of view of the physical education teachers who have participated in the work at present, their professional ability at the beginning of graduation is still not competent for the task of physical education teaching in primary and secondary schools in China, and it is difficult to achieve the ideal teaching effect. This research takes the physical education teacher subject teaching knowledge (PCK) as the research object, uses the literature material method, the questionnaire investigation method, the mathematical analysis method and so on, draws lessons from the existing domestic and foreign related research achievements, uses the sports synthetically, Based on the theories of education and other disciplines, this paper compares and analyzes the differences of the teaching knowledge (PCK) between the initial physical education teachers and the experienced physical education teachers, and finds out the necessary subject teaching knowledge for the physical education teachers. The integration of subject teaching knowledge (PCK) can promote the cultivation of normal students of physical education major in colleges and universities, and promote the formation of (PCK) of the new physical education teachers' discipline teaching knowledge. In order to effectively overcome the current primary and secondary physical education teachers can not better complete the task of physical education, difficult to achieve the ideal teaching effect and other problems are helpful. The main conclusions of this study are as follows: (1) there are significant differences in the dimensions of teaching knowledge of physical education teachers among different teaching ages, and the average score of the total teaching knowledge of first-time physical education teachers is 107.40. The mean scores of dimensions 1 to 6 were 22.35, 18.3, 23.26, 15.32, 14.35 and 13.80 respectively. The total score of physical education teachers was 145.66, and the scores of dimensions 1 to 6 were 32.79, 26.45, 31.08, 22.47, 17.79, 15.08, respectively, and the average scores of the dimensions 1 to 6 were 32.79, 26.45, 31.08,22.47, 17.79, 15.08, respectively. From the point of view of the total score and the mean value of the dimension score, the initial physical education teacher's understanding and application of the subject teaching knowledge should be worse than that of the experienced physical education teacher, and the main difference is the students' knowledge, the physical education teaching target knowledge, and the students' knowledge and the physical education goal knowledge. (2) in the comparison of the students' knowledge, there is a significant difference between the two. The physical development of the students by the initial physical education teachers, the physical development of the students, the physical development of the students. The characteristics of psychological development and cognitive development of sports skills are vague; The students have little knowledge about sports ability. (3) there is a significant difference between them in the comparison of the objective knowledge of physical education. (4) in the comparison of the content and knowledge of physical education, there is a significant difference between the two, and the relationship between the teaching objectives of the different grades and the teaching objectives of different grades is unclear. (4) there is a significant difference between the two groups in the comparison of physical education content and knowledge. First-time physical education teachers lack of understanding of physical education teaching content, grasp the importance and difficulty of teaching content poorly, and are not good at expressing sports skills points by using the formula; The selection of teaching content is rigid and there is no innovation. (5) in the comparison of physical education teaching organization and management knowledge, there is a significant difference between the two. The control of the classroom order, the transfer of the team and the password are different from those of the experienced physical education teachers. (6) there is a significant difference between the two in the comparison of physical education teaching methods and knowledge. The teaching method of the first-time physical education teacher is single, and the use of other teaching methods is less. (7) in the comparison of physical education teaching evaluation knowledge, there is a significant difference between the two, the grasp of the initial physical education teacher on the opportunity of physical education teaching evaluation, There is a gap between the use of evaluation and the experience of physical education teachers. The following suggestions are put forward in this study: (1) the first-time physical education teachers should strengthen the cognition and application of the knowledge of subject teaching. To promote the formation of subject teaching knowledge (PCK). (2) the cultivation of normal students of physical education major in colleges and universities should integrate the discipline teaching knowledge (PCK).
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.96
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