加拿大体育教育专业认证制度的解读与启示
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摘要
从背景、机构、标准和程序等方面考察了加拿大体育教育专业认证制度的相关信息,总结了加拿大体育教育专业认证制度的特点。研究发现:CCUPEKA具有行政独立性,高校参与认证是一种自愿行为,认证指标以学习结果为导向,认证过程客观公正,认证结果具有权威性。对我国体育教育专业认证的启示如下:结合我国国情成立准官方的认证机构;组建专业认证队伍;加强自我评价机制,提高认证参与的积极性;加快专业认证标准的研制;基于能力标准开发体育教育专业课程体系;促进专业认证与职业认证的有效衔接。
The paper reviews the relevant information of Canadian physical education professional certification system from the aspects of background, institution, standard and procedure, and summarizes the characteristics of Canadian physical education specialty certification system. It is found that CCUPEKA has administrative independence. College participation in certification is a voluntary behavior and certification indicators are guided by learning results. The process of certification is objective and fair and the results of certification are authoritative. Its enlightenment to physical education professional certification in China is as follows. It is necessary to set up quasi-official certification organization according to China's national conditions, to set up professional certification team, to strengthen self-evaluation mechanism and improve the enthusiasm of certification participation, to accelerate the research of professional certification standard, to develop the curriculum system of physical education specialty based on competency standard and to promote the effective connection between professional certification and professional certification.
The paper reviews the relevant information of Canadian physical education professional certification system from the aspects of background, institution, standard and procedure, and summarizes the characteristics of Canadian physical education specialty certification system. It is found that CCUPEKA has administrative independence. College participation in certification is a voluntary behavior and certification indicators are guided by learning results. The process of certification is objective and fair and the results of certification are authoritative. Its enlightenment to physical education professional certification in China is as follows. It is necessary to set up quasi-official certification organization according to China's national conditions, to set up professional certification team, to strengthen self-evaluation mechanism and improve the enthusiasm of certification participation, to accelerate the research of professional certification standard, to develop the curriculum system of physical education specialty based on competency standard and to promote the effective connection between professional certification and professional certification.
引文
[1]尹志华,汪晓赞,季浏.体育教师教育标准体系框架的构建及其内涵[J].上海体育学院学报,2016(1):79-84.
[2]教育部.教育部关于印发《普通高等学校师范类专业认证实施办法(暂行)》的通知(教师[2017]13号)[EB/OL].[2017-10-30].http://www.moe.edu.cn/srcsite/A10/s701 1/201711/t20171106_318535.html.
[3]CCUPEKA.HISTORY[EB/OL].[2017-01-03].http://cc upeka.ca/en/index.php/resources/summary/19-ccupeka-hi story-1965-2004/60-ccupeka-history.
[4]CCUPEKA.Accredited Institutions[EB/OL].[2017-01-03].http://ccupeka.ca/en/index.php/accreditation.
[5]邓涛.中国教师教育专业认证办法探析[J].高教发展与评估,2015(6):35-43.
[6]CCUPEKA.Position Statement[EB/OL].[2017-01-03].http://www.ccupeka.org/wp-content/uploads/2016/05/position-statement.pdf.
[7]CCUPEKA.PHYSICAL EDUCATION ACCREDITATION[EB/OL].[2017-01-03].http://ccupeka.ca/en/index.php/accreditation.
[8]CCUPEKA.Accreditation Process[EB/OL].[2017-01-03].http://www.ccupeka.org/accreditation/.
[9]李明华.橄榄形高等教育认证制度模式的世界格局和中国的位置[J].清华大学教育研究,2012(2):55-64.
[10]黄汉升,陈作松,王家宏,等.我国体育学类本科专业人才培养研究---《高等学校体育学类本科专业教学质量国家标准》研制与解读[J].体育科学,2016(8):1-33
[11]董秀华.专业市场准入与高校专业认证制度研究[M].上海:上海世纪出版社,2007:243-245.
[12]王彤,唐卫民.美国高等教育专业评估体系及其启示[J].现代教育管理,2010(10):112-114.
[13]黄海涛.学生学习成果评估:美国高等教育质量保障研究[M].北京:教育科学出版社,2014:188-190.
[14]教育部.教育部关于全面提高高等教育质量的若干意见(教高[2012]4号)[EB/OL].[2017-01-03].http://www.gov.cn/zwgk/2012-04/20/content_2118168.htm.
[15]张倩.新制度主义视角下的教师教育认证评价制度之建构[J].教育发展研究,2012(8):47-51.
[16]教育部.介绍《普通高等学校本科专业类教学质量国家标准》有关情况[EB/OL].[2018-01-30].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2018n/201801/t20180130_325932.html.
[2]教育部.教育部关于印发《普通高等学校师范类专业认证实施办法(暂行)》的通知(教师[2017]13号)[EB/OL].[2017-10-30].http://www.moe.edu.cn/srcsite/A10/s701 1/201711/t20171106_318535.html.
[3]CCUPEKA.HISTORY[EB/OL].[2017-01-03].http://cc upeka.ca/en/index.php/resources/summary/19-ccupeka-hi story-1965-2004/60-ccupeka-history.
[4]CCUPEKA.Accredited Institutions[EB/OL].[2017-01-03].http://ccupeka.ca/en/index.php/accreditation.
[5]邓涛.中国教师教育专业认证办法探析[J].高教发展与评估,2015(6):35-43.
[6]CCUPEKA.Position Statement[EB/OL].[2017-01-03].http://www.ccupeka.org/wp-content/uploads/2016/05/position-statement.pdf.
[7]CCUPEKA.PHYSICAL EDUCATION ACCREDITATION[EB/OL].[2017-01-03].http://ccupeka.ca/en/index.php/accreditation.
[8]CCUPEKA.Accreditation Process[EB/OL].[2017-01-03].http://www.ccupeka.org/accreditation/.
[9]李明华.橄榄形高等教育认证制度模式的世界格局和中国的位置[J].清华大学教育研究,2012(2):55-64.
[10]黄汉升,陈作松,王家宏,等.我国体育学类本科专业人才培养研究---《高等学校体育学类本科专业教学质量国家标准》研制与解读[J].体育科学,2016(8):1-33
[11]董秀华.专业市场准入与高校专业认证制度研究[M].上海:上海世纪出版社,2007:243-245.
[12]王彤,唐卫民.美国高等教育专业评估体系及其启示[J].现代教育管理,2010(10):112-114.
[13]黄海涛.学生学习成果评估:美国高等教育质量保障研究[M].北京:教育科学出版社,2014:188-190.
[14]教育部.教育部关于全面提高高等教育质量的若干意见(教高[2012]4号)[EB/OL].[2017-01-03].http://www.gov.cn/zwgk/2012-04/20/content_2118168.htm.
[15]张倩.新制度主义视角下的教师教育认证评价制度之建构[J].教育发展研究,2012(8):47-51.
[16]教育部.介绍《普通高等学校本科专业类教学质量国家标准》有关情况[EB/OL].[2018-01-30].http://www.moe.edu.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2018n/201801/t20180130_325932.html.