成都体育学院学报
成都體育學院學報
성도체육학원학보
Journal of Chengdu Physical Education Institute
2014年
4期
85~90
,共null页
农村 体育教师 专业 发展方式
農村 體育教師 專業 髮展方式
농촌 체육교사 전업 발전방식
rural ; sports teachers ; professional ; development mode
主要采用文献资料、专家咨询、问卷调查等研究方法,就我国农村体育教师专业发展方式的现状、问题进行了探究.研究认为,农村体育教师专业发展是以专业发展理念为指导,以专业发展目标为依据,通过专业发展方式,全面提升农村体育教师专业意识、专业知识、专业能力及专业理念的成长过程.我国农村体育教师专业发展方式的现状令人堪忧,农村体育教师专业发展目标不明确、主动提升专业水平的意识不强、缺乏对教师专业发展过程的反思意识和能力、专业发展的根基薄弱、缺乏专业研究意识和科研能力是我国农村体育教师专业发展中存在的主要问题;可通过转变农村体育教师专业发展的专业理念、培训方式和教研方式等举措来促进我国农村体育教师的专业发展.
主要採用文獻資料、專傢咨詢、問捲調查等研究方法,就我國農村體育教師專業髮展方式的現狀、問題進行瞭探究.研究認為,農村體育教師專業髮展是以專業髮展理唸為指導,以專業髮展目標為依據,通過專業髮展方式,全麵提升農村體育教師專業意識、專業知識、專業能力及專業理唸的成長過程.我國農村體育教師專業髮展方式的現狀令人堪憂,農村體育教師專業髮展目標不明確、主動提升專業水平的意識不彊、缺乏對教師專業髮展過程的反思意識和能力、專業髮展的根基薄弱、缺乏專業研究意識和科研能力是我國農村體育教師專業髮展中存在的主要問題;可通過轉變農村體育教師專業髮展的專業理唸、培訓方式和教研方式等舉措來促進我國農村體育教師的專業髮展.
주요채용문헌자료、전가자순、문권조사등연구방법,취아국농촌체육교사전업발전방식적현상、문제진행료탐구.연구인위,농촌체육교사전업발전시이전업발전이념위지도,이전업발전목표위의거,통과전업발전방식,전면제승농촌체육교사전업의식、전업지식、전업능력급전업이념적성장과정.아국농촌체육교사전업발전방식적현상령인감우,농촌체육교사전업발전목표불명학、주동제승전업수평적의식불강、결핍대교사전업발전과정적반사의식화능력、전업발전적근기박약、결핍전업연구의식화과연능력시아국농촌체육교사전업발전중존재적주요문제;가통과전변농촌체육교사전업발전적전업이념、배훈방식화교연방식등거조래촉진아국농촌체육교사적전업발전.
Depending on the methods of literature material, expert consultation and questionnaire, this paper ex- plores the current situation and problems of rural sports teachers professional development, believing that rural sports teachers professional development is based on professional development idea as guidance and professional development goals as the basis to improve rural sports teachers professional awareness, professional knowledge, professional ability and the concept of profession development. The present situation of rural sports teachers'professional development mode in China is not optimistic because such teachers are faced with the problems of ambiguous development targets, weak awareness of voluntarily improving their professional level, absence of reflection on their professions as teachers, poor foundation in their professional development and the lack of scientific research ability. Therefore it is suggested that these teachers professional development should be promoted by transforming their development concept, training modes and teaching and researching methods.