“互联网+教育”进程中体育教师专业发展的机遇与挑战
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摘要
"互联网+教育"的发展为学校体育带来了巨大变革,也对体育教师的专业发展提出了新的时代要求。在"互联网+教育"进程中,一方面,提升教师信息技术水平的需求、丰富体育教育资源的开发、体育教学时空限制的突破以及线上线下结合的教学模式的运用等方面的发展,为体育教师的专业发展带来了政策引领、智慧凝聚、环境改善、效率提升等机遇;另一方面,体育教师信息技术应用水平与信息素养的相对不足、体育教师转型过程中的角色不清与角色冲突、学生学习方式的转变以及培养学生体育核心素养的教育目标的转换等因素的凸显,也对体育教师的专业发展形成了诸多挑战。面对这些机遇和挑战,体育教师则应以合作创生与自我再制作为突破口,不断优化和改善自身的知识与能力结构,进而在"互联网+教育"进程中促进自我的专业发展。
The development of "Internet + education"has brought great changes to school physical education,and also put forward newrequirements for the professional development of PE teachers. In the process of "Internet + education",on one hand,the development in enhancing the needs of teachers' information technology level,enriching the development of physical education resources,breaking through the limitation of space and time in physical education,and the application of online and offline teaching modes has brought opportunities for PE teachers' professional development,such as policy guidance,wisdom cohesion,environmental improvement and efficiency improvement. On the other hand,the relative insufficiency of PE teachers' information technology application level and information literacy,the role ambiguity and role conflict in the process of PE teachers' transformation,the transformation of students' learning style and the transformation of educational objectives of cultivating students' core physical literacy,etc. have also posed many challenges to the professional development of PE teachers. Faced with these opportunities and challenges,physical education teachers should take cooperative creation and self reproduction as a breakthrough,constantly optimize and improve their knowledge and ability structure,and further promote their professional development in the process of "Internet + education".
The development of "Internet + education"has brought great changes to school physical education,and also put forward newrequirements for the professional development of PE teachers. In the process of "Internet + education",on one hand,the development in enhancing the needs of teachers' information technology level,enriching the development of physical education resources,breaking through the limitation of space and time in physical education,and the application of online and offline teaching modes has brought opportunities for PE teachers' professional development,such as policy guidance,wisdom cohesion,environmental improvement and efficiency improvement. On the other hand,the relative insufficiency of PE teachers' information technology application level and information literacy,the role ambiguity and role conflict in the process of PE teachers' transformation,the transformation of students' learning style and the transformation of educational objectives of cultivating students' core physical literacy,etc. have also posed many challenges to the professional development of PE teachers. Faced with these opportunities and challenges,physical education teachers should take cooperative creation and self reproduction as a breakthrough,constantly optimize and improve their knowledge and ability structure,and further promote their professional development in the process of "Internet + education".
引文
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[2]崔俊阁.互联网+教育背景下教师专业发展新探[J].中国成人教育,2016(11):136-139.
[3]余胜泉,王阿习.“互联网+教育”的变革路径[J].中国电化教育,2016(10):1-9.
[4]董亮.信息技术在学校体育工作中的应用:诊断与完善[J].沈阳体育学院学报,2018,37(2):115-122.
[5]杨爽.“互联网+”时代的教师角色重构[J].教育理论与实践,2016,36(32):31-33.
[6]黄荣怀,刘德建,刘晓琳,等.互联网促进教育变革的基本格局[J].中国电化教育,2017(1):7-16.
[7]教育部.教育信息化十年发展规划(2011—2020)[EB/OL].(2012-03-13)[2018-05-24]. http://old. moe. gov. cn//publicfiles/business/htmlfiles/moe/s5892/201203/133322. html.
[8]教育部.教育部关于实施全国中小学教师信息技术应用能力提升工程的意见[EB/OL].(2013-10-28)[2018-05-24]. http://www. moe. gov. cn/srcsite/A10/s7034/201310/t20131028_159042. html.
[9]国务院.国务院办公厅关于强化学校体育促进学生身心健康全面发展的意见[EB/OL].(2016-05-06)[2018-05-24]. http://www. gov. cn/zhengce/content/2016-05/06/content_5070778. htm.
[10]顾民.基础教育中的体育教师培训现状分析——以浙江省为例[J].北京体育大学学报,2017(4):101-103.
[11]彭桂红.社区智慧健身“龙华模式”有望向全国大力推广[EB/OL].(2018-05-25)[2018-05-25]. http://ilonghua.sznews. com/content/2018-05/25/content_21018006. htm.
[12]李芒,李子运.“互联网+”时代高校教师发展的新思路[J].中国电化教育,2016(10):11-17.
[13]桑国元,董艳.论“互联网+”时代教师信息素养内涵演进及其提升策略[J].电化教育研究,2016(11):108-112.
[14]张新征,杨道宇.“互联网+”时代教师专业发展的危机与对策[J].教学与管理,2018(2):59-62.
[15]孙宽宁.“互联网+”时代教师专业发展的危机与应对[J].教育研究,2016(6):16-17.
[16]尚力沛,程传银.超越技能:基于发展学生核心素养的体育深度教学[J].沈阳体育学院学报,2018,37(3):96-103.
[17]尚力沛,程传银,赵富学.基于发展学生核心素养的体育课程转向与教学转变[J].体育学刊,2018,25(2):68-75.
[18]乔治·克内尔,明·纳塞希.卢曼社会系统理论导引[M].鲁贵显,译.台北:巨流图书公司,1998:66.
[19]欧阳修俊.“互联网+”教师专业发展的实践路径初探[J].当代教育与文化,2017,9(3):78-82.