粤港澳大湾区体育教师教育能力模型建构
|
摘要
对粤港澳大湾区体育教师教育能力的研究是践行"立德树人"的任务,是筑牢粤港澳大湾区"南方人才高地"的基础堡垒,是打破体育人才流通桎梏、加强粤港澳大湾区教育目标趋同性的要求,是优化体育教师职前职后培养内容、提升粤港澳体育教师实践运用能力的要求。本文通过对粤港澳大湾区281名体育教师进行问卷调查,利用因子分析和验证性因素分析建构出粤港澳大湾区体育教师教育能力内容结构,包括五个方面:自我成长与社会认知能力、理论积淀与创新能力、"互联网+教学"能力、教学反思与实践运用能力、职业基本素养能力。粤港澳大湾区老教师对自身教育能力提升热情相较年轻教师有着明显的"职业倦怠"特性,加快体育教师教育能力提升更应注重五大方面中对其发展影响最大的因素。结果认为:夯实体育教师职业基本素养能力,优化教师专业化发展方案是保障教师教育能力可持续的根基;打破陈旧思想桎梏,创设多元化教育情境是教学反思与实践运用能力进阶的有力推手;搭建粤港澳三地体育教师教育沟通交流平台,建成"互传、互帮、互带"的师资互通体系是加快教师自我成长与社会认知能力的现实路径;加大多学科交流融合,拓宽体育教师专业理论视界是完善体育教师教育能力的重要举措。
Studying the educational capacity of Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area is the implementation for the mission of " strengthening moral education and cultivating people",as well as the basic support for building the "Southern Talent highland" of the Guangdong-Hong Kong-Macao Greater Bay Area;And it is to break through the shackles for talents flow in the sport,strengthen the convergence of the educational goal in the Guangdong-Hong Kong-Macao Greater Bay Area;To optimize the training contents of Physical Education teachers before and after employment,promote the practice and application capacity of the gym teachers in the Guangdong-Hong Kong-Macao.Carry out the questionnaire survey for 281 Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area,and analyze and establish the content and structure in the educational capacity of gym teachers in the Guangdong-Hong Kong-Macao Greater Bay Area by factor analysis and confirmatory factor analysis,including five aspects:self-growth and social cognitive ability,theory accumulation and innovative ability,ability of "internet + teaching",ability of teaching reflection and practice and application,vocationally basic literacy ability.Carry out the questionnaire survey for 281 Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area,and analyze and establish the content and structure in the educational capacity of gym teachers in the Guangdong-Hong Kong-Macao Greater Bay Area by factor analysis and confirmatory factor analysis,including five aspects:self-growth and social cognitive ability,theory accumulation and innovative ability,ability of "internet + teaching",ability of teaching reflection and practice and application,vocationally basic literacy ability.
Studying the educational capacity of Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area is the implementation for the mission of " strengthening moral education and cultivating people",as well as the basic support for building the "Southern Talent highland" of the Guangdong-Hong Kong-Macao Greater Bay Area;And it is to break through the shackles for talents flow in the sport,strengthen the convergence of the educational goal in the Guangdong-Hong Kong-Macao Greater Bay Area;To optimize the training contents of Physical Education teachers before and after employment,promote the practice and application capacity of the gym teachers in the Guangdong-Hong Kong-Macao.Carry out the questionnaire survey for 281 Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area,and analyze and establish the content and structure in the educational capacity of gym teachers in the Guangdong-Hong Kong-Macao Greater Bay Area by factor analysis and confirmatory factor analysis,including five aspects:self-growth and social cognitive ability,theory accumulation and innovative ability,ability of "internet + teaching",ability of teaching reflection and practice and application,vocationally basic literacy ability.Carry out the questionnaire survey for 281 Physical Education teachers in the Guangdong-Hong Kong-Macao Greater Bay Area,and analyze and establish the content and structure in the educational capacity of gym teachers in the Guangdong-Hong Kong-Macao Greater Bay Area by factor analysis and confirmatory factor analysis,including five aspects:self-growth and social cognitive ability,theory accumulation and innovative ability,ability of "internet + teaching",ability of teaching reflection and practice and application,vocationally basic literacy ability.
引文
[1]王大顺.浅析教育能力及其结构[J].吉林教育科学,1998(4):146.
[2]李长吉.要重视“立德树人”的中国传统文化根基研究[J].当代教育与文化,2019(1):2-6.
[3]荊雯,李星辉.高校体育教学中“生命教育”理论的建构[J].体育研究与教育,2018(6):64-68.
[4]林伟.抢抓大湾区建设发展机遇携手港澳打造高质量发展典范[J].广东社会主义学院学报,2019(1):22.
[5]王岗,韩金清.中国武术“立德树人”的价值取向:求真向善尚美[J].体育学刊,2018(6):1-6.
[6]毛振明,丁天翠.论新时代中国学校体育发展问题与协同创新教改方略[J].体育教育与研究,2018(5):13-14.
[7]刘金山,文丰安.粤港澳大湾区的创新发展[J].改革,2018(12):5-13.
[8]孟繁华.高校要构建高水平人才培养体系[N].中国教育报,2018-10-11(6).
[9]吴明隆.问卷统计分析实务——spss操作与应用[M].重庆:重庆大学出版社,2010(5):418.
[10]吴明隆.结构方程模型——AMOS的操作与应用[M].重庆:重庆大学出版社,2009(7):216.
[11]张奚若.学校行政应切实加强对学校体育工作的领导[J].人民教育,1953(12):5-7.
[12]陈帅,陈璐.“放羊式教学”与“自主学习”的溯源与辨析[J].体育教学,2015(4):22-23.
[13]商应丽,曲铁华.核心素养视域下教师专业发展的创生[J].现代教育管理,2015(5):74-79.
[14]李海军.教师专业化培养需要学校分层实施分类推进[J].辽宁教育,2013(11):78-79.
[15]李世奇.教育现代化的现代性困境及超越[J].现代教育管理,2018(12):1-6.
[16]田娟,孙振东.改革开放40年我国基础教育质量观的演进与反思[J].现代教育管理,2018(11):19-25.
[17]康倞.浅谈多元化教育在英语课堂的构建与运用[J].课程教育研究,2018(30):103.
[18]冯建军.论教育制度和教育制度公正[J].教育理论与实践,2006(6):18-22.
[19]黄璐.体育学多学科交叉综合研究概述与展望[J].成都体育学院学报,2012(2):28-32.
[20]周国海,季浏.教育变革视域下我国香港地区高中体育课程标准新形态[J].首都体育学院学报,2017(1):31-35.
(1)燕飞.幼儿教师体育教育能力培养研究[D].山西师范大学,2016.
(2)邓睿.我国中学教师职业成就感问题研究[D].华东师范大学,2011.
(3)王伟伟.初级中学体育教师教学能力评价指标体系研究[D].西安体育学院,2018.
(4)孙哲.我国职业篮球教练员胜任力特征模型的构建与实证研究[D].北京体育大学,2018.
(5)James D Klein,J.Michael Spector,Barbara Grabowski,Leanagela Teja著,顾小清译.教师能力标准[M]上海:华东师范大学出版社,2007.
[2]李长吉.要重视“立德树人”的中国传统文化根基研究[J].当代教育与文化,2019(1):2-6.
[3]荊雯,李星辉.高校体育教学中“生命教育”理论的建构[J].体育研究与教育,2018(6):64-68.
[4]林伟.抢抓大湾区建设发展机遇携手港澳打造高质量发展典范[J].广东社会主义学院学报,2019(1):22.
[5]王岗,韩金清.中国武术“立德树人”的价值取向:求真向善尚美[J].体育学刊,2018(6):1-6.
[6]毛振明,丁天翠.论新时代中国学校体育发展问题与协同创新教改方略[J].体育教育与研究,2018(5):13-14.
[7]刘金山,文丰安.粤港澳大湾区的创新发展[J].改革,2018(12):5-13.
[8]孟繁华.高校要构建高水平人才培养体系[N].中国教育报,2018-10-11(6).
[9]吴明隆.问卷统计分析实务——spss操作与应用[M].重庆:重庆大学出版社,2010(5):418.
[10]吴明隆.结构方程模型——AMOS的操作与应用[M].重庆:重庆大学出版社,2009(7):216.
[11]张奚若.学校行政应切实加强对学校体育工作的领导[J].人民教育,1953(12):5-7.
[12]陈帅,陈璐.“放羊式教学”与“自主学习”的溯源与辨析[J].体育教学,2015(4):22-23.
[13]商应丽,曲铁华.核心素养视域下教师专业发展的创生[J].现代教育管理,2015(5):74-79.
[14]李海军.教师专业化培养需要学校分层实施分类推进[J].辽宁教育,2013(11):78-79.
[15]李世奇.教育现代化的现代性困境及超越[J].现代教育管理,2018(12):1-6.
[16]田娟,孙振东.改革开放40年我国基础教育质量观的演进与反思[J].现代教育管理,2018(11):19-25.
[17]康倞.浅谈多元化教育在英语课堂的构建与运用[J].课程教育研究,2018(30):103.
[18]冯建军.论教育制度和教育制度公正[J].教育理论与实践,2006(6):18-22.
[19]黄璐.体育学多学科交叉综合研究概述与展望[J].成都体育学院学报,2012(2):28-32.
[20]周国海,季浏.教育变革视域下我国香港地区高中体育课程标准新形态[J].首都体育学院学报,2017(1):31-35.
(1)燕飞.幼儿教师体育教育能力培养研究[D].山西师范大学,2016.
(2)邓睿.我国中学教师职业成就感问题研究[D].华东师范大学,2011.
(3)王伟伟.初级中学体育教师教学能力评价指标体系研究[D].西安体育学院,2018.
(4)孙哲.我国职业篮球教练员胜任力特征模型的构建与实证研究[D].北京体育大学,2018.
(5)James D Klein,J.Michael Spector,Barbara Grabowski,Leanagela Teja著,顾小清译.教师能力标准[M]上海:华东师范大学出版社,2007.