【摘要】：體育教研組長(zhǎng)的角色實(shí)踐不僅關(guān)系到教研組工作開(kāi)展,還關(guān)系到體育課程改革的推進(jìn)以及學(xué)校體育教育水平。本研究總結(jié)了前人研究領(lǐng)域的不足,從小學(xué)體育教研組長(zhǎng)基本情況、教學(xué)情況、工作組織能力和專(zhuān)業(yè)成長(zhǎng)四個(gè)角度分析角色期望與角色實(shí)踐的偏差,剖析角色實(shí)踐的影響因素,對(duì)比不同類(lèi)型學(xué)校的做法,取其精華、去其糟粕,提出改進(jìn)對(duì)策,縮小體育教研組長(zhǎng)角色期望和角色實(shí)踐之間的差距。本文通過(guò)文獻(xiàn)綜述法、訪談法、問(wèn)卷調(diào)查法以及數(shù)理統(tǒng)計(jì)法對(duì)小學(xué)體育教研組長(zhǎng)的角色期望和角色實(shí)踐進(jìn)行研究,研究結(jié)果顯示:學(xué)校領(lǐng)導(dǎo)和體育教師對(duì)教研組長(zhǎng)角色期望和角色實(shí)踐評(píng)價(jià)不一致。領(lǐng)導(dǎo)組意見(jiàn)顯示,教研組長(zhǎng)角色實(shí)踐高于角色期望的有4項(xiàng),包括工作經(jīng)驗(yàn)(P0.01),論文數(shù)量(P0.05),裁判能力(P0.05),學(xué)歷(P0.01),在專(zhuān)兼職情況、產(chǎn)生方式、職稱(chēng)水平、課題申報(bào)能力、教學(xué)方法創(chuàng)新能力、教學(xué)能力、工作態(tài)度、為組員爭(zhēng)取進(jìn)修機(jī)會(huì)情況、進(jìn)修意識(shí)8個(gè)方面,角色實(shí)踐均顯著低于角色期望。教師組意見(jiàn)顯示,教研組長(zhǎng)角色實(shí)踐高于角色期望的有工作經(jīng)驗(yàn)(P0.01),職稱(chēng)水平(P0.05),裁判能力(P0.05),教師工作統(tǒng)籌力(P0.01),學(xué)歷(P0.01)5項(xiàng),其余13項(xiàng)指標(biāo)角色實(shí)踐均低于角色期望。研究認(rèn)為,沈陽(yáng)市小學(xué)體育教研組長(zhǎng)的角色期望與其角色實(shí)踐存在一定差距,造成差距的原因包括,體育教研組長(zhǎng)角色認(rèn)識(shí)偏差、考核體制的缺失、培訓(xùn)的缺失以及執(zhí)行權(quán)力不到位。從基本情況、教學(xué)情況、工作組織能力和專(zhuān)業(yè)成長(zhǎng)四個(gè)角度剖析體育教研組長(zhǎng)角色實(shí)踐的影響因素,對(duì)比不同類(lèi)型學(xué)校體育教研組長(zhǎng)工作現(xiàn)狀可知,省重點(diǎn)小學(xué)的體育教研組長(zhǎng)在產(chǎn)生方式、工作態(tài)度、任職時(shí)間、科研水平、裁判水平、教研活動(dòng)的組織、進(jìn)修經(jīng)歷方面值得借鑒。要縮小小學(xué)體育教研組長(zhǎng)的角色實(shí)踐和角色期望之間的差異,需從矯正角色認(rèn)知、規(guī)范管理體制、加大培訓(xùn)力度、授予相應(yīng)權(quán)力入手多管齊下。建議學(xué)校加強(qiáng)對(duì)體育教研組長(zhǎng)勝任力的培養(yǎng);規(guī)范學(xué)校體育制度,加強(qiáng)體育課堂管理;完善體育教研組長(zhǎng)管理體制;對(duì)體育教研組長(zhǎng)進(jìn)行規(guī)范性培訓(xùn)。
[Abstract]:The role practice of physical education research team leader is not only related to the work of teaching and research group, but also related to the promotion of physical education curriculum reform and the level of physical education in schools. This study summarizes the shortcomings of previous research fields, analyzes the deviation between role expectation and role practice from four angles of elementary school physical education research team leader's basic situation, teaching situation, work organization ability and professional growth, and analyzes the influencing factors of role practice. By comparing the methods of different types of schools, we should take the essence and discard the dross, put forward the improvement measures, and narrow the gap between the role expectation and the role practice of the sports teaching and research team leader. Through literature review, interview, questionnaire survey and mathematical statistics, this paper studies the role expectation and role practice of primary school physical education research team leader. The results show that school leaders and PE teachers do not agree with the roles of teaching and research leaders. According to the opinion of the leading group, there are four items in which the role practice of the teaching and research team leader is higher than the role expectation, including work experience (P0.01), the number of papers (P0.05), the ability of judging (P0.05), the educational background (P0.01), the situation of full-time work, the mode of production, the level of professional title, the ability to declare the project, The teaching method innovation ability, teaching ability, work attitude, striving for the opportunity of further study for the group members, and the learning consciousness, the role practice are all lower than the role expectation. The opinion of the teacher group showed that the role practice of teaching and research team leader was higher than that of role expectation (P0.01), professional title level (P0.05), referee ability (P0.05), teachers' overall ability of work (P0.01), educational background (P0.01), and the other 13 index role practice were all lower than role expectation. The research shows that there is a certain gap between the role expectation and the role practice of the physical education research group leader in Shenyang. The reasons for the gap include the deviation of the role cognition of the sports teaching and research group leader, the lack of the examination system. Lack of training and lack of executive authority. From the basic situation, the teaching situation, the work organization ability and the professional growth four angle analysis sports teaching and research team leader role practice influence factor, compares the different type school sports teaching and research group leader work present situation to know, The leaders of PE teaching and research in key primary schools in the province are worthy of reference in the aspects of producing way, working attitude, working time, scientific research level, referee level, organization of teaching and research activities, and learning experience. In order to reduce the difference between the role practice and the role expectation of the primary school physical education research team leader, we should correct the role cognition, standardize the management system, increase the strength of training, and grant the corresponding power. It is suggested that the school should strengthen the training of the competence of the team leader of sports teaching and research; standardize the school physical education system and strengthen the management of the physical education classroom; perfect the management system of the group leader of sports teaching and research; and carry on the normative training to the group leader of sports teaching and research.
【學(xué)位授予單位】：沈陽(yáng)體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.8

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