韩国中学体育教师任用考试:内容、导向及启示
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摘要
为了探寻韩国中学体育教师任用考试的经验,研究运用文献资料、逻辑分析以及案例分析等研究方法,本文对该任用考试的内容与导向进行了分析。研究表明:现行韩国中学体育教师任用考试分为第一阶段的一场教育学理论考试、两场体育教育学理论考试以及第二阶段的实操考试、教案编写、试讲、面试,并呈现实践导向、能力导向与专业导向。
In order to explore the experience of the employment examination of physical education teachers in South Korean secondary school, the literature, logical analysis and case study are used to analyze the content and orientation of this examination. The research shows that the examination for employing the physical education teachers in South Korea secondary schools is divided into two stages. In the first stage, there are one theoretical test of pedagogy and two physical education theory tests. In the second stage, the practical examination, teaching plan setting, rehearing and interviews are involved in it. Through these two stages,the examination shows its characteristics, which are practice orientation, ability orientation and professional orientation. It gives us some enlightenment about the qualification examination for employing PE teachers of secondary schools in China.
In order to explore the experience of the employment examination of physical education teachers in South Korean secondary school, the literature, logical analysis and case study are used to analyze the content and orientation of this examination. The research shows that the examination for employing the physical education teachers in South Korea secondary schools is divided into two stages. In the first stage, there are one theoretical test of pedagogy and two physical education theory tests. In the second stage, the practical examination, teaching plan setting, rehearing and interviews are involved in it. Through these two stages,the examination shows its characteristics, which are practice orientation, ability orientation and professional orientation. It gives us some enlightenment about the qualification examination for employing PE teachers of secondary schools in China.
引文
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[2]???,?.?????????[M].??:???,2014,38-39.
[3]林志强,张旭日.我国高校考试方式与考试制度改革研究[J].河南社会科学,2011,19(6):136-138.
[4]???.??????:?????[M].??:??????,2010:21-22.
[5]???.??????????????????[Z].??:???,2014-08-08.
[6]???.?·??????????????[D].?????????,???????,2002:31.
[7]???.?????????????????[J].??????????,2011(4):59-80.
[8]???.????????[Z].??:???,2018-05-29.
[9]?????????.????????[EB/OL].2018-07-30,http://www.kice.re.kr/.
[10]?????????.2018????????????????????:???[Z].??:?????????,2017-11-26.
[11]?????????.2018????????????????????:??(A,B)[Z].??:?????????,2017-11-26.
[12]????????.2018??????????(??)????,??·??·??·????·??(??)??????????????1????????2?????????[Z].??:????????,2017-12-29.
[13]???.2013????????????[R].??????????????,2013,96-97.
[14]?????.?????????[EB/OL].2018-08-13,http://sports.snu.ac.kr/node/12.
[15]朱旭东.论教师专业发展的理论模型建构[J].教育研究,2014,35(06):81-90.
[16]王晓莉.教师专业发展内涵与历史发展[J].教育发展研究,2011,(18):43.
[17]金铁洙,孙启林.韩国教师资格证书制度及其对中国的启示[J].外国教育研究,2006,(5):75-80.
[18]阿英嘎,朱晓文,张朋.南京市中学体育教师专业发展需求研究[J].南京体育学院学报(社会科学版),2015,29(03):1-6.
[19]张灵,宫君美.韩国中小学教师教育发展趋向及其启示[J].教育探索,2011,(9):153-155.
[20]???.???????????????????????[J].???????????,2010,10(1),93-94.