体育教师实践性知识研究  

Study on PE Teacher's Practical Knowledge

作　　者：韩桂凤[1] 燕凌[1] 

机构地区：[1]首都体育学院心理学与教育学教研室,100191

出　　处：《福建体育科技》2013年第5期43-44,47,共3页Fujian Sports Science and Technology

基　　金：北京市教育委员会社科计划项目(SM201110029002);北京市哲学社会规划项目(12JYC020)

摘　　要：方法:采用自编的《体育教师有效教学行为》问卷对120名中小学体育教师施测,再结合访谈法和观察法,对中小学体育教师实践知识的特性、形成及影响因素等加以研究。目的:通过对体育教师实践知识的现状、影响因素的考察,增强教师的自尊和自信,促进教师的专业发展。结论:不同性别,职称、地域的教师的实践性知识有一定的差异性;教师实践性知识可通过自我反思和理论提升两种途径获得,教师实践性知识可通过建立学习共同体的方式加以传承;教育理念、自我的认识、教学策略以及反思是影响体育教师实践知识形成的因素。Methods： Using self-made ＂PE teacher＇s effective teaching behaviors questionnaire＂, interviews and observation, this study analyses the characteristics, structure, and influence factors of the PE teachers＇ practical knowledge. Purpose： the purposes of this study are systematizing and methodizing PE teachers＇ practical knowledge, enhancing teachers＇selfesteem and confidence, promoting teachers＇independent development. Conclusion： Most practical knowledge of PE major students are self - centered, and lack of transformation awareness about teachers ; The structure of the PE teachers＇practical knowledge include relationship between teachers and students, teaching concept, teaching strategies and reflection - in - action, and there are some differences in different gender, different title and different area; Teachers＇practical knowledge would be obtained by self- reflection and theo retical improvement , and inherited by building learning community .

关 键 词：体育教师 教师实践性知识 反思 

分 类 号：G807.01[文化科学—体育训练]