CAJ | 학술논문

借鉴关心发展理论，运用文献资料法、问卷调查法、实地考察法，对中学体育教师新课程实施程度进行了研究。研究结果表明：当前中学体育教师新课程现状实施并不非常理想：3．5％的体育教师处于意识阶段，35．9％的体育教师处于信息／个人化阶段，9．8％的体育教师处于操作阶段，30．1％的体育教师处于结果／合作阶段，20．7％的体育教师处于再聚焦阶段。体育教师关注强度最大的关心发展阶段是信息／个人化阶段。中学体育教师的课程实施程度在人口学特征上存在一定的差异。
차감관심발전이론，운용문헌자료법、문권조사법、실지고찰법，대중학체육교사신과정실시정도진행료연구。연구결과표명：당전중학체육교사신과정현상실시병불비상이상：3．5％적체육교사처우의식계단，35．9％적체육교사처우신식／개인화계단，9．8％적체육교사처우조작계단，30．1％적체육교사처우결과／합작계단，20．7％적체육교사처우재취초계단。체육교사관주강도최대적관심발전계단시신식／개인화계단。중학체육교사적과정실시정도재인구학특정상존재일정적차이。
Using the methods of literature material, questionnaire survey, on - the - spot investigation, the implementation degree of middle school PE teachers＇ new curriculum is researched based on the CBAM theory. The research results show that the current middle school PE teacher＇ s curriculum implementation is not ideal, with 3.5% of them being at the awareness stage, 35.9% at the information/personal stage, 9.8% at the operation stage, 30.1% at the results/cooperation stage and 20.7% at of the focus stage. PE teachers＇ biggest concern is at the information/personal care development stage. There exist certain differences with demographic characteristics in middle schools PE teachers＇ curriculum implementation degree.