体育专业免费师范生教育模式初探
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摘要
2007年5月国家颁布实施了免费师范生政策,这一政策的贯彻与实施,标志着我国学校体育基础教育改革已经进入了实质性的阶段,这无疑对师范生的培养提出了崭新的要求。体育教育专业免费师范生作为一个新生事物,其培养还处于探索与试行阶段,各方面都不够成熟,有待于进一步探索研究,其教育模式也尚未完全形成。本文在免费师范生政策的背景下,结合当前基层学校需求现状,通过实地调查,在借鉴他国免费教育先进经验的基础上,主要从培养目标、课程体系状态、培养方式等三个方面入手,对我国免费师范生政策之下体育教师教育模式进行分析。得出以下结论：
1.英加新三国体育教师教育模式的培养目标多级且层次化
2.英加新三国体育教师教育模式中的课程设置更加顾及中小学体育教师知识的不同需求
3.英加新三国体育教师教育模式在培养方式上施行中小学“分开制”、理论与实践穿插进行,且实践延续的时间比较长
4.不同地区和不同性质学校的体育教师和领导对小学体育教师的需求现状,包括专业方向、知识、能力、素质等方面的需求看法也相近,并无明显的差异。
5.体育教师和领导均认为田径、篮球、乒乓球、羽毛球、足球等是小学体育教师所需且教学非常实用的专业方向。其次,体育舞蹈、健美操、体操、排球也比较实用。
6.不论是体育专业基础知识、体育教育基础知识,还是自然科学知识、人文社会知识、计算机知识都是新时期小学体育教师所应具备的基本知识,但对英语知识的要求不高。
7.体育教师和领导认为小学体育教师除基本的语言表达能力、示范讲解能力、交往协调能力外,现场控制能力和处理突发事件的能力也非常重要。其次,是说服教育能力和指导教学与训练的能力。
8.绝大多数体育教师和领导认为劳技素质、身体素质、创新素质、心理、审美素质、思想道德素质都是一名合格、优秀体育老师所应具备的最基本的素质。其中,身体素质是前提,思想道德素质是关键。
9.大多数体育教师和领导认为男女性别并不重要。学历也并非重要的因素,认为“一般重要”的比例最高。
基于以上结论,认为我国体育专业免费师范生教育模式应以需要“培养什么样的体育人才”为主导,注意培养目标的重新定位、细化；“对号入座”完善体育专业免费师范生培养的课程设置,推进小学与大学、中学与大学的有机衔接。包括进一步遴选、开发和整合教学内容。增加所需专业人才方向的课程设置。加大职业知识技能课程的开设比例,促进课程教学的系统化设计；落实“怎样培养体育教育人才”,建立体育免费师范生教育合作专线。包括实践教学体系的确定和实践教学与理论学习的分配与交叉融合。
The policy of free education for Normal Students in our country was promulgated and implemented in May,2007, the follow-up and implementation of this policy has entered a substantive stage, marking of school physical education reform of basic education, which undoubtedly put forward new requirements of the cultivation of normal school students. Free education for students of Physical Education as a new thing, its cultivation is still in the exploration and the pilot phase, all aspects are not mature enough, and needs further exploration and research, its mode of education is also not fully formed.This text was under the policy of Free education of normal students, combine the current status of primary schools'needs,through the field investigation, learn from the advanced experience of other countries in free education, and draw some inspiration about sports teacher education model from the training objectives, curriculum system status, training methods under the policy of free education for normal students. It showed that:
1.The training objectives of physical education teachers' education model is Multi-level and hierarchical in Britain, Canada, Singapore.
2.The curriculum of physical education teachers' education model pay more attention to the different needs of PE teachers' knowledge in Britain, Canada. Singapore.
3.The culture methods of physical education teachers'education model implement primary and secondary schools "separate system" training methods, theory and practice is interspersed, and practice continue a long time.
4.The view of requirement status of primary school physical education teachers in different regions and different nature of the school physical education teachers and leadership, including the needs of professional orientation, knowledge, ability, quality view are similar, there is no significant difference.
5.Both physical education teachers and leaders think athletics, basketball, table tennis, badminton, football are primary school PE teachers teaching need and are also very practical direction. Secondly, sport dance, aerobics, gymnastics, volleyball also practical.
6.Is a basic knowledge of sports, physical education basic knowledge or natural scientific knowledge, the humanities and social knowledge, computer knowledge are primary school PE teachers in the new era should have basic knowledge,but English knowledge do not ask.
7.Both physical education teachers and leaders believe that elementary school physical education teachers in addition to the basic language skills, lectures and demonstrations on capacity, exchanges and coordination capacity, scene control capability and ability to deal with emergency cases is also very important. Second, the ability to persuade the education and guidance to teaching and training.
8.The majority of PE teachers and leaders believe that the quality of labor skills, physical fitness, innovation and quality, psychological, aesthetic quality, ideological and moral qualities are a qualified, excellent physical education teacher should have the basic qualities. Among them, physical fitness is a prerequisite, the ideological and ethical standards is the key.
9.Most physical education teachers and leaders believe that gender is not important. Degree is not an important factor, that the "general" are the highest.
Based on the above conclusions, Professional sports of free normal mode of education should need to develop what kind of sports talent-oriented, pay attention to the training objectives of repositioning and refine; improve the Physical Education Major of free normal training curriculum to promote the organic convergence of the primary and universities secondary schools and the University, including further selection, development and integration of course content, increase the direction of the curriculum of required professionals, increase the proportion of professional knowledge and skills to open the course to promote the teaching of systematic design; implement the "how to train physical education personnel", the establishment of sports free health education cooperation green, including practical teaching system to identify and practice teaching and theoretical study of the distribution and cross-integration.
1.英加新三国体育教师教育模式的培养目标多级且层次化
2.英加新三国体育教师教育模式中的课程设置更加顾及中小学体育教师知识的不同需求
3.英加新三国体育教师教育模式在培养方式上施行中小学“分开制”、理论与实践穿插进行,且实践延续的时间比较长
4.不同地区和不同性质学校的体育教师和领导对小学体育教师的需求现状,包括专业方向、知识、能力、素质等方面的需求看法也相近,并无明显的差异。
5.体育教师和领导均认为田径、篮球、乒乓球、羽毛球、足球等是小学体育教师所需且教学非常实用的专业方向。其次,体育舞蹈、健美操、体操、排球也比较实用。
6.不论是体育专业基础知识、体育教育基础知识,还是自然科学知识、人文社会知识、计算机知识都是新时期小学体育教师所应具备的基本知识,但对英语知识的要求不高。
7.体育教师和领导认为小学体育教师除基本的语言表达能力、示范讲解能力、交往协调能力外,现场控制能力和处理突发事件的能力也非常重要。其次,是说服教育能力和指导教学与训练的能力。
8.绝大多数体育教师和领导认为劳技素质、身体素质、创新素质、心理、审美素质、思想道德素质都是一名合格、优秀体育老师所应具备的最基本的素质。其中,身体素质是前提,思想道德素质是关键。
9.大多数体育教师和领导认为男女性别并不重要。学历也并非重要的因素,认为“一般重要”的比例最高。
基于以上结论,认为我国体育专业免费师范生教育模式应以需要“培养什么样的体育人才”为主导,注意培养目标的重新定位、细化；“对号入座”完善体育专业免费师范生培养的课程设置,推进小学与大学、中学与大学的有机衔接。包括进一步遴选、开发和整合教学内容。增加所需专业人才方向的课程设置。加大职业知识技能课程的开设比例,促进课程教学的系统化设计；落实“怎样培养体育教育人才”,建立体育免费师范生教育合作专线。包括实践教学体系的确定和实践教学与理论学习的分配与交叉融合。
The policy of free education for Normal Students in our country was promulgated and implemented in May,2007, the follow-up and implementation of this policy has entered a substantive stage, marking of school physical education reform of basic education, which undoubtedly put forward new requirements of the cultivation of normal school students. Free education for students of Physical Education as a new thing, its cultivation is still in the exploration and the pilot phase, all aspects are not mature enough, and needs further exploration and research, its mode of education is also not fully formed.This text was under the policy of Free education of normal students, combine the current status of primary schools'needs,through the field investigation, learn from the advanced experience of other countries in free education, and draw some inspiration about sports teacher education model from the training objectives, curriculum system status, training methods under the policy of free education for normal students. It showed that:
1.The training objectives of physical education teachers' education model is Multi-level and hierarchical in Britain, Canada, Singapore.
2.The curriculum of physical education teachers' education model pay more attention to the different needs of PE teachers' knowledge in Britain, Canada. Singapore.
3.The culture methods of physical education teachers'education model implement primary and secondary schools "separate system" training methods, theory and practice is interspersed, and practice continue a long time.
4.The view of requirement status of primary school physical education teachers in different regions and different nature of the school physical education teachers and leadership, including the needs of professional orientation, knowledge, ability, quality view are similar, there is no significant difference.
5.Both physical education teachers and leaders think athletics, basketball, table tennis, badminton, football are primary school PE teachers teaching need and are also very practical direction. Secondly, sport dance, aerobics, gymnastics, volleyball also practical.
6.Is a basic knowledge of sports, physical education basic knowledge or natural scientific knowledge, the humanities and social knowledge, computer knowledge are primary school PE teachers in the new era should have basic knowledge,but English knowledge do not ask.
7.Both physical education teachers and leaders believe that elementary school physical education teachers in addition to the basic language skills, lectures and demonstrations on capacity, exchanges and coordination capacity, scene control capability and ability to deal with emergency cases is also very important. Second, the ability to persuade the education and guidance to teaching and training.
8.The majority of PE teachers and leaders believe that the quality of labor skills, physical fitness, innovation and quality, psychological, aesthetic quality, ideological and moral qualities are a qualified, excellent physical education teacher should have the basic qualities. Among them, physical fitness is a prerequisite, the ideological and ethical standards is the key.
9.Most physical education teachers and leaders believe that gender is not important. Degree is not an important factor, that the "general" are the highest.
Based on the above conclusions, Professional sports of free normal mode of education should need to develop what kind of sports talent-oriented, pay attention to the training objectives of repositioning and refine; improve the Physical Education Major of free normal training curriculum to promote the organic convergence of the primary and universities secondary schools and the University, including further selection, development and integration of course content, increase the direction of the curriculum of required professionals, increase the proportion of professional knowledge and skills to open the course to promote the teaching of systematic design; implement the "how to train physical education personnel", the establishment of sports free health education cooperation green, including practical teaching system to identify and practice teaching and theoretical study of the distribution and cross-integration.
引文
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②孙云樵.新课程标准下创新型体育师资培养模式的探讨[J].通化师范学院学报,2005,26(6)：119-120
③华军,金珠,李珺.复合型体育教师培养模式的构建[J].教学与管理,2009：29-30
④董翠香,霍军.21世纪新型体育教师培养模式的重建与设计[J].河南体育学院学报.2006,25(5)：67-70
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②田振军,李振斌,徐振鹏.论21世纪高等体育教育专业人才的培养目标、培养方向与定位》[J].西安体育学院学报,2002,19(1)：30-33
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②Philip Vickerman and Janine Kim Coates. Trainee and Recently Qualified Physical Education Teachers'Perspe-ctives on Including Children with Special Educational Needs[J]. Physical Education and Sport Pedagogy,2009, 14 (2):137-153
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[1]中华人民共和国教育部.国务院办公厅转发教育部等部门关于教育部直属师范大学师范生免费教育实施办法(试行)的通知[N].国办发[2007)34号
[2]刘中兴,党波涛.师范教育迎来新的春天-访华中师范大学党委书记丁烈云、校长马敏[J].教育与职业,2007,(10)
[3]李如喜,宋继新.迎接知识经济时代探索高等教育体育专业人才培养模式[J].体育学刊,1999,(1)：86-88
[4]孙云樵.新课程标准下创新型体育师资培养模式的探讨[J].通化师范学院学报,2005,26(6)：119-120
[5]华军,金珠,李珺.复合型体育教师培养模式的构建[J].教学与管理,2009：29-30
[6]董翠香,霍军.21世纪新型体育教师培养模式的重建与设计[J].河南体育学院学报,2006,25(5)：67-70
[7]施群英,仇亚娟.中小学体育教师教育模式的构建[J].南京体育学院学报,2010,24(3)：90-94
[8]田振军,李振斌,徐振鹏.论21世纪高等体育教育专业人才的培养目标、培养方向与定位》[J].西安体育学院学报,2002,19(1)：30-33
[9]石振国.“体育社会化”形势下高师体育教师培养模式及对策研究[J].山东体育学院学报,2005,21(1)：84-89
[10]李丽.我国体育教师培养模式改革探析[J].体育与科学,2005,26(6)：71-73
[11]唐红明.中美体育教师职前培养模式的比较研究[J].吉林体育学院学报,2008,24(5)：100-114
[12]李丽.中日美等国中小学体育教师培养模式比较研究[J].武汉体育学院学报,2006,40(1)：77-80
[13]Jeanne Keay. Developing the physical education profession:new teachers learn-ing within a subject-based community[J].Physical Education and Sport Pedag-ogy,2005,10(2):139-157
[14]Nigel Procto.Towards a partnership with shool[J].journal of education for teac-hing,1984,10(3):219-231
[15]Philip Vickerman and Janine Kim Coates. Trainee and Recently Qualified Ph-ysical Education Teachers'Perspectives on Including Children with Special Ed-ucational Needs[J]. Physical Education and Sport Pedagogy,2009,14(2):137-153
[16]Hill,Grant,Brodin,Kristie L.Physical Education Teachers' Perceptions of the Ad-equacy of University Coursework in Preparation for Teaching[J]. Physical Edu-cator,2004,61(2):13-75
[17]Sparks, Bill, Steffen, Jeff. An Analysis of the Clinical Experience in Teacher Education in Physical Education within Institutions of Varying Size,Orientati-on,and Missions[J]. Physical Educator,1990,47(1):27-36
[18]Culp,Brian O.,Chepyator Thomson,Jepkorir Rose, Hsu, ShanHui.Preservice Tea-chers' Experiential Perspectives Based on a Multicultural Learning Service P-racticum[J].Physical Educator,2009,66(1)14-23
[19]J.L.Gusthart and Judith Rink.Teaching Behavior through Various Levels of Fi-eld Experiences[J]. Journal of Teaching in Physical Education,1983,3(1):15-32
[20]Darling Hammond.Constructing 21st-century teacher education[J].Journal of Te-arher Education,2006,7(3):300-314
[21]Robinson,Daniel B.and Me lnychuk,Nancy E.Students' Experiences Within Phy-sical Education Teacher Education[J].Physical & Health Education Journal, 2009,74(4):8-16
[22]陈时见.师范生免费教育的培养模式探析[J].西南大学学报(社会科学版),2007,33(6)：7-11
[23]易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
[24]刘平秀.师范生免费与创新师范教育培养模式[J].思想政治工作研究(理论月刊),2008,(2)：186-188
[25]董建平.免费师范生培养模式的问题探讨一种“订单培养”模式的构想[J].新课程研究,2010：13-15
[26]郭春环,王玮等.从农村学校体育现状看体育专业免费师范生的培养[J].和田师范专科学校学报(汉文综合版),2011,30(2)194-195
[27]肖甦,单丽洁.俄罗斯师范教育改革指导思想评述[J].比较教育研究,2001,11：36-40
[28]张男星.当前俄罗斯师范教育改革研究[J].全球教育展望,2007,36(7)：87-93
[29]杜岩岩,朱小蔓.俄罗斯师范教育政策调整的动因、策略与措施—基于《教育的创新发展—提高俄罗斯竞争力的基础》报告解读[J].教育研究,2009,3：65-69
[30]姜晓燕.俄罗斯师范教育现代化计划[J].比较教育研究,2004,2：93-94
[31]梁爽,姜君.俄罗斯师范教育的发展[J].黑河学院学报,2011,1(3)：5-8
[32]刘继芳,李劲松.俄罗斯师范教育结构及课程设置概述[J].绥化学院学报,2005,25(4)：85-87
[33]盛荣杰.丹麦师范教育的特点及借鉴[J].大庆高等专科学校学报,2004,24(1)：96-98
[34]高彩云,张潍寿.以发展能力为核心的培养模式探略[J].河北体育学院学报,2003,17(1)：50-53
[35]董翠香.高师体育教育专业体育教师培养模式初探[J].中国体育科技,1998,34(10)：51-54
[36]周川.专业散论[J].高等教育研究,1992,(1)：79-83
[37]李丹妍.高师院校实践教学体系的构建[J.继续教育研究,2006(4)：88-89.
[38]王大钊.高师院校师范生实践教学模式新探[J].青海师范大学学报(哲社版),2007(2)：154-156.
[39]胡艳,蔡永红.发达国家中小学教师教育[M].海南：海南出版社,2000：26-40.
[40]国家体育总局科教司.国外体育院校概况[M].北京：人民教育出版社,1999：77-90.
[41]王健,黄爱峰,吴旭东.体育教师教育课程改革[M].北京：人民教育出版社,2005：25-183.
[42]黄汉升,季克异,林顺英.中国体育教师教育改革的理论与实践[M].北京：高等教育出版社,2004：4-170
[43]黄爱峰.体育教师教育的专业化研究[M].武汉：华中师范大学出版社,2007：22-157
[44]周登嵩.学校体育学[M].人民体育出版社,2004
②方增泉,孟大虎,魏书亮.教育透视：师范生免费教育的意义及政策建议[N].中国教育报,2007-03-06
①李如喜,宋继新.迎接知识经济时代探索高等教育体育专业人才培养模式[J].体育学刊,1999,(1)：86-88
②孙云樵.新课程标准下创新型体育师资培养模式的探讨[J].通化师范学院学报,2005,26(6)：119-120
③华军,金珠,李珺.复合型体育教师培养模式的构建[J].教学与管理,2009：29-30
④董翠香,霍军.21世纪新型体育教师培养模式的重建与设计[J].河南体育学院学报.2006,25(5)：67-70
①施群英,仇亚娟.中小学体育教师教育模式的构建[J].南京体育学院学报,2010,24(3)：90-94
②田振军,李振斌,徐振鹏.论21世纪高等体育教育专业人才的培养目标、培养方向与定位》[J].西安体育学院学报,2002,19(1)：30-33
③石振国.“体育社会化”形势下高师体育教师培养模式及对策研究[J].山东体育学院学报,2005,21(1)：84-89
④李丽.我国体育教师培养模式改革探析[J].体育与科学,2005,26(6)：71-73
⑤唐红明.中美体育教师职前培养模式的比较研究[J].吉林体育学院学报,2008,24(5)：100-114
①李丽.中日美等国中小学体育教师培养模式比较研究[J].武汉体育学院学报,2006,40(1)：77-80
②Jeanne Keay. Developing the physical education profession:new teachers learning within a subj-ect based community [J]. Physical Education and Sport Pedagogy,2005,10(2):139-157
③Nigel Procto. Towards a partnership with shool[J]. journal of education for teaching,1984,10(3): 219-231
④Philip Vickerman and Janine Kim Coates. Trainee and Recently Qualified Physical Education Teac-hers' Perspectives on Including Children with Special Educational Needs[J]. Physical Education a-nd Sport Pedagogy,2009,14(2):137-153
⑤Hill, Grant, Brodin, Kristie L. Physical Education Teachers' Perceptions of the Adequacy of University Coursework in Preparation for Teaching[J]. Physical Educator,2004,61(2):13-75
①Sparks, Bill, Steffen, Jeff. An Analysis of the Clinical Experience in Teacher Education in Physical Education within Institutions of Varying Size, Orientation, and Missions[J]. Physical Educator, 1990,47(1):27-36
②Culp, Brian 0., Chepyator Thomson, Jepkorir Rose, Hsu, Shan-Hui. Pre-service Teachers' Experiential Perspectives Based on a Multicultural Learning Service Practicum[J]. Physical Educator, 2009,66(1)14-23
③J.L. Gusthart and Judith Rink. Teaching Behavior through Various Levels of Field Experiences[J]. Journal of Teaching in Physical Education,1983,3(1):15-32
④Darling-Hammond. Constructing 21st-century teacher education[J]. Journal of Tearher Education,2006, 7(3):300-314
⑤Robinson, Daniel B. and Me lnychuk, Nancy E. Students'Experiences Within Physical Education Teacher Education[J]. Physical & Health Education Journal,2009,74 (4):8-16
①陈时见：师范生免费教育的培养模式探析[J].西南大学学报(社会科学版),2007,33(6)：7-11
②易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
③刘平秀.师范生免费与创新师范教育培养模式[J].思想政治工作研究(理论月刊),2008,(2)：186-188
④董建平.免费师范生培养模式的问题探讨一种“订单培养”模式的构想[J].新课程研究,2010：13-15
⑤郭春环,王玮等.从农村学校体育现状看体育专业免费师范生的培养[J].和田师范专科学校学报(汉文综合版),2011,30(2)194-195
⑥肖甦,单丽洁.俄罗斯师范教育改革指导思想评述[J].比较教育研究,2001,11：36-40
⑦张男星.当前俄罗斯师范教育改革研究[J].全球教育展望,2007,36(7)：87-93
①杜岩岩,朱小蔓.俄罗斯师范教育政策调整的动因、策略与措施———基于《教育的创新发展——提高俄罗斯竞争力的基础》报告解读[J].教育研究,2009,3：65-69
②姜晓燕.俄罗斯师范教育现代化计划[J].比较教育研究,2004,2：93-94
③梁爽,姜君.俄罗斯师范教育的发展[J].黑河学院学报,2011,1(3)：5-8
④张男星.当前俄罗斯师范教育改革研究[J].全球教育展望,2007,36(7)：87-93
⑤刘继芳,李劲松.俄罗斯师范教育结构及课程设置概述[J].绥化学院学报,2005,25(4)：85-87
⑥盛荣杰.丹麦师范教育的特点及借鉴[J].大庆高等专科学校学报,2004,24(1)：96-98
①易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
②易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
①陈时见.师范生免费教育的培养模式探析[J].西南大学学报(社会科学版),2007,33(6)：7-11
①中华人民共和国教育部.国务院办公厅转发教育部等部门关于教育部直属师范大学师范生免费教育实施办法(试行)的通知[N].国办发[2007]34号
②刘中兴,党波涛.师范教育迎来新的春天-访华中师范大学党委书记丁烈云、校长马敏[J].教育与职业,2007,(10)
①高彩云,张潍寿.以发展能力为核心的培养模式探略[J].河北体育学院学报,2003,17(1)：50-53
②董翠香.高师体育教育专业体育教师培养模式初探[J].中国体育科技,1998,34(10)：5154
③董翠香,霍军.21世纪新型体育教师培养模式的重建。与设计[J].河南体育学院学报,2006,25(5)：67-70
①黄汉升,季克异,林顺英.中同体育教师教育改革的理论与实践[M].北京：高等教育出版社,2004：4-170
①周登嵩.学校体育学[M].人民体育出版社,2004：384
①财川.专业散论[J].高等教育研究,1992,(1)：79-83
①易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
①李丹妍.高师院校实践教学体系的构建[J.继续教育研究,2006(4)：88-89
②易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：1619
①Nigel Procto. Towards a Partnership with Shool[J].Journal of Education for Teaching,1984,10(3):219-231
②Philip Vickerman and Janine Kim Coates. Trainee and Recently Qualified Physical Education Teachers'Perspe-ctives on Including Children with Special Educational Needs[J]. Physical Education and Sport Pedagogy,2009, 14 (2):137-153
③Robinson, Daniel B. and Melnychuk,Nancy E. Students'Experiences Within Physical Education Teacher Education [J]. Physical & Health Education Journal,2009,74(4):8-16
①王大钊.高师院校师范实践教学模式新探[J].青海师范入学学报(哲社版),2007(2)：154-156
[1]中华人民共和国教育部.国务院办公厅转发教育部等部门关于教育部直属师范大学师范生免费教育实施办法(试行)的通知[N].国办发[2007)34号
[2]刘中兴,党波涛.师范教育迎来新的春天-访华中师范大学党委书记丁烈云、校长马敏[J].教育与职业,2007,(10)
[3]李如喜,宋继新.迎接知识经济时代探索高等教育体育专业人才培养模式[J].体育学刊,1999,(1)：86-88
[4]孙云樵.新课程标准下创新型体育师资培养模式的探讨[J].通化师范学院学报,2005,26(6)：119-120
[5]华军,金珠,李珺.复合型体育教师培养模式的构建[J].教学与管理,2009：29-30
[6]董翠香,霍军.21世纪新型体育教师培养模式的重建与设计[J].河南体育学院学报,2006,25(5)：67-70
[7]施群英,仇亚娟.中小学体育教师教育模式的构建[J].南京体育学院学报,2010,24(3)：90-94
[8]田振军,李振斌,徐振鹏.论21世纪高等体育教育专业人才的培养目标、培养方向与定位》[J].西安体育学院学报,2002,19(1)：30-33
[9]石振国.“体育社会化”形势下高师体育教师培养模式及对策研究[J].山东体育学院学报,2005,21(1)：84-89
[10]李丽.我国体育教师培养模式改革探析[J].体育与科学,2005,26(6)：71-73
[11]唐红明.中美体育教师职前培养模式的比较研究[J].吉林体育学院学报,2008,24(5)：100-114
[12]李丽.中日美等国中小学体育教师培养模式比较研究[J].武汉体育学院学报,2006,40(1)：77-80
[13]Jeanne Keay. Developing the physical education profession:new teachers learn-ing within a subject-based community[J].Physical Education and Sport Pedag-ogy,2005,10(2):139-157
[14]Nigel Procto.Towards a partnership with shool[J].journal of education for teac-hing,1984,10(3):219-231
[15]Philip Vickerman and Janine Kim Coates. Trainee and Recently Qualified Ph-ysical Education Teachers'Perspectives on Including Children with Special Ed-ucational Needs[J]. Physical Education and Sport Pedagogy,2009,14(2):137-153
[16]Hill,Grant,Brodin,Kristie L.Physical Education Teachers' Perceptions of the Ad-equacy of University Coursework in Preparation for Teaching[J]. Physical Edu-cator,2004,61(2):13-75
[17]Sparks, Bill, Steffen, Jeff. An Analysis of the Clinical Experience in Teacher Education in Physical Education within Institutions of Varying Size,Orientati-on,and Missions[J]. Physical Educator,1990,47(1):27-36
[18]Culp,Brian O.,Chepyator Thomson,Jepkorir Rose, Hsu, ShanHui.Preservice Tea-chers' Experiential Perspectives Based on a Multicultural Learning Service P-racticum[J].Physical Educator,2009,66(1)14-23
[19]J.L.Gusthart and Judith Rink.Teaching Behavior through Various Levels of Fi-eld Experiences[J]. Journal of Teaching in Physical Education,1983,3(1):15-32
[20]Darling Hammond.Constructing 21st-century teacher education[J].Journal of Te-arher Education,2006,7(3):300-314
[21]Robinson,Daniel B.and Me lnychuk,Nancy E.Students' Experiences Within Phy-sical Education Teacher Education[J].Physical & Health Education Journal, 2009,74(4):8-16
[22]陈时见.师范生免费教育的培养模式探析[J].西南大学学报(社会科学版),2007,33(6)：7-11
[23]易连云,兰英.免费师范生实践教学体系探讨[J].西南大学学报(社会科学版),2007,33(6)：16-19
[24]刘平秀.师范生免费与创新师范教育培养模式[J].思想政治工作研究(理论月刊),2008,(2)：186-188
[25]董建平.免费师范生培养模式的问题探讨一种“订单培养”模式的构想[J].新课程研究,2010：13-15
[26]郭春环,王玮等.从农村学校体育现状看体育专业免费师范生的培养[J].和田师范专科学校学报(汉文综合版),2011,30(2)194-195
[27]肖甦,单丽洁.俄罗斯师范教育改革指导思想评述[J].比较教育研究,2001,11：36-40
[28]张男星.当前俄罗斯师范教育改革研究[J].全球教育展望,2007,36(7)：87-93
[29]杜岩岩,朱小蔓.俄罗斯师范教育政策调整的动因、策略与措施—基于《教育的创新发展—提高俄罗斯竞争力的基础》报告解读[J].教育研究,2009,3：65-69
[30]姜晓燕.俄罗斯师范教育现代化计划[J].比较教育研究,2004,2：93-94
[31]梁爽,姜君.俄罗斯师范教育的发展[J].黑河学院学报,2011,1(3)：5-8
[32]刘继芳,李劲松.俄罗斯师范教育结构及课程设置概述[J].绥化学院学报,2005,25(4)：85-87
[33]盛荣杰.丹麦师范教育的特点及借鉴[J].大庆高等专科学校学报,2004,24(1)：96-98
[34]高彩云,张潍寿.以发展能力为核心的培养模式探略[J].河北体育学院学报,2003,17(1)：50-53
[35]董翠香.高师体育教育专业体育教师培养模式初探[J].中国体育科技,1998,34(10)：51-54
[36]周川.专业散论[J].高等教育研究,1992,(1)：79-83
[37]李丹妍.高师院校实践教学体系的构建[J.继续教育研究,2006(4)：88-89.
[38]王大钊.高师院校师范生实践教学模式新探[J].青海师范大学学报(哲社版),2007(2)：154-156.
[39]胡艳,蔡永红.发达国家中小学教师教育[M].海南：海南出版社,2000：26-40.
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