职业社会化理论视角下体育师范生的社会化过程及动因  

The Socialization Process and Motivating Factors of Pre-service Students in PE:From Perspective of Occupational Socialization Theory

作　　者：陈林 李爱华[2] CHEN Lin;LI Ai-hua(Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]北京师范大学体育与运动学院,北京100875

出　　处：《黑龙江高教研究》2021年第8期80-86,共7页Heilongjiang Researches on Higher Education

摘　　要：体育师范生的社会化是体育师范生在“前置经验”与早期人际互动的共同影响下,不断发展“教学取向”以克服“训练取向”,使自己关于体育教学的信念不断革新,持续内化与体育教师相关的价值观念、角色期待和行为规范,以形成和表现出合宜的角色行为过程。在职业社会化理论看来,这个复杂的过程包含三个阶段:一是以主观感受和学徒式观察为核心的预期社会化;二是以学科知能和教学行为习得为核心的专业社会化;三是以职业认同建立为核心的组织社会化。在这个过程中,前置经验、课程学习与实践经验、社会化主体、人际互动与组织文化情境构成了不同阶段的发展动因,从而促使体育师范生逐渐由“普通的体育人”转变为“合格的体育教师”。The socialization of P.E.pre-service teachers is under the common influence of“pre-experience”and early interpersonal interaction.P.E.pre-service teachers constantly develop“teaching orientation”to overcome“training orientation”,constantly innovate their beliefs about P.E.teaching,and constantly internalize the values,role expectations and behavior norms related to P.E.teachersto form and show the appropriate role behavior process.According to the theory of professional socialization,it includes three stages:(1)expected socialization with subjective feelings and apprenticeship observation;(2)professional socialization with subject knowledge and teaching behavior acquisition;(3)organizational socialization with the establishment of professional identity.In this process,pre-experience,curriculum learning and practical experience,socialized subject,interpersonal interaction and organizational culture situation constitute the development motivation of different stages,which makes the normal students of physical education gradually change from“ordinary sports people”to“qualified physical education teachers”.

关 键 词：职业社会化理论 体育师范生 社会化 主观体验 观察学习 

分 类 号：G650[文化科学—教育学]