本文選題：中學(xué)體育教師 + 職業(yè)認(rèn)同　； 參考：《西安體育學(xué)院》2017年碩士論文

【摘要】：目的:素質(zhì)教育早已成為學(xué)校教育的排頭兵,在全面培養(yǎng)高素質(zhì)人才的時(shí)代要求下,體育教師不僅要在自我發(fā)展上加快步伐,更要在教育實(shí)踐中體會(huì)、探索、反思自己的職責(zé)和意義。本研究首先從河南省中學(xué)的體育教師職業(yè)認(rèn)同水平發(fā)展現(xiàn)狀入手,找尋教師職業(yè)認(rèn)同在人口學(xué)統(tǒng)計(jì)變量間的差異性,進(jìn)而探究影響河南省中學(xué)的體育教師職業(yè)認(rèn)同因素,最終形成發(fā)展河南省中學(xué)的體育教師職業(yè)認(rèn)同策略。方法:運(yùn)用文獻(xiàn)資料法將中國(guó)基礎(chǔ)教育改革與體育教師教育發(fā)展的現(xiàn)狀和教師職業(yè)認(rèn)同進(jìn)行交叉對(duì)比分析,再融入“中原崛起”下的河南省地域文化發(fā)展現(xiàn)狀,秉承客觀事實(shí),將理論與調(diào)查實(shí)證有機(jī)結(jié)合,通過(guò)問(wèn)卷調(diào)查、訪談的手段,利用《中學(xué)體育教師職業(yè)認(rèn)同量表》作為工具對(duì)河南省中學(xué)體育教師在人口統(tǒng)計(jì)學(xué)變量進(jìn)行統(tǒng)計(jì),分析差異,探索河南省中學(xué)的體育教師職業(yè)認(rèn)同現(xiàn)狀,探求促進(jìn)其發(fā)展的策略。結(jié)論:(1)河南省中學(xué)體育教師職業(yè)認(rèn)同包含5個(gè)因子分別是情感認(rèn)同、價(jià)值認(rèn)同、能力認(rèn)同、持續(xù)認(rèn)同和投入認(rèn)同�？傮w上河南省中學(xué)體育教師職業(yè)認(rèn)同水平較高,但各因子間水平不均衡,價(jià)值認(rèn)同遠(yuǎn)高于持續(xù)認(rèn)同。(2)在河南省中學(xué)體育教師隊(duì)伍中并沒(méi)有因?yàn)樾詣e差異而導(dǎo)致職業(yè)認(rèn)同水平存在顯著差異。(3)河南省不同學(xué)歷的中學(xué)體育教師在職業(yè)認(rèn)同總體水平上存在顯著性差異。低學(xué)歷層次的中學(xué)體育教師職業(yè)認(rèn)同水平遠(yuǎn)遠(yuǎn)低于高學(xué)歷層次。(4)學(xué)校所在地的不同對(duì)中學(xué)體育教師職業(yè)認(rèn)同水平有顯著影響。在城市中工作的中學(xué)體育教師其職業(yè)認(rèn)同水平顯著高于鄉(xiāng)鎮(zhèn)的中學(xué)體育教師。建議:(1)充分利用榜樣的帶頭作用,樹(shù)立專家中學(xué)體育教師和骨干教師的在專業(yè)上,教學(xué)上,科研上的旗幟標(biāo)桿,為廣大青年教師確立發(fā)展目標(biāo),學(xué)習(xí)榜樣,以老帶新共同進(jìn)步。(2)發(fā)展校本課程。立足河南省地理特點(diǎn),資源特點(diǎn),傳統(tǒng)文化特點(diǎn),拓展體育課程內(nèi)容,使得新課標(biāo)下的體育肯課程目標(biāo),新時(shí)代下的體育精神與中國(guó)傳統(tǒng)文化有機(jī)融合。(3)主動(dòng)占領(lǐng)網(wǎng)絡(luò)和自媒體信息技術(shù)平臺(tái),利用這種突破了地域限制的交流平臺(tái)為不同地區(qū)的中學(xué)體育教師建立一個(gè)學(xué)術(shù)氛圍強(qiáng),技能水平高,信息豐富的體育教師間合作、交流的平臺(tái)。(4)增加教師編制,軟化職稱晉升的硬性指標(biāo),加深城鄉(xiāng)均衡發(fā)展導(dǎo)向,縮小城鄉(xiāng)差距。(5)凈化校園環(huán)境。拓展中學(xué)體育課程,將德育,愛(ài)國(guó)教育,體育精神滲透到課程中,致力于培養(yǎng)德智體全面發(fā)展的新型人才。
[Abstract]:Objective: quality education has long been the vanguard of school education. Under the requirement of cultivating high quality talents in an all-round way, physical education teachers should not only speed up their own development, but also experience and explore in educational practice. Reflect on your responsibilities and meaning. This study starts with the present situation of the level of professional identity of PE teachers in middle schools in Henan Province, and finds out the differences between demographic variables of teachers' professional identity, and then probes into the factors that affect the professional identity of PE teachers in middle schools in Henan Province. Finally, the strategy of developing the professional identity of PE teachers in middle schools in Henan Province was formed. Methods: the present situation of basic education reform in China and the development of PE teacher education and teachers' professional identity were compared and analyzed by using the method of literature and materials, and then integrated into the regional culture development situation of Henan Province under "the rise of Central Plains", and inherited the objective facts. Combining theory with investigation, by means of questionnaire and interview, using the "Middle School physical Education teacher occupation identity scale" as a tool to analyze the difference between the demographic variables of middle school PE teachers in Henan Province. This paper explores the status quo of PE teachers' professional identity in middle schools in Henan Province and explores the strategies to promote their development. Conclusion (1) the professional identity of middle school PE teachers in Henan Province includes five factors: emotional identity, value identity, ability identity, continuous identity and commitment identity. On the whole, the level of professional identity of middle school PE teachers in Henan Province is relatively high, but the level of each factor is not balanced. Value identity is much higher than persistent identity. 2) there is no significant difference in the level of professional identity among middle school PE teachers in Henan Province because of gender differences. 3) Middle school PE teachers with different qualifications in Henan Province have overall professional identity. There was significant difference at body level. The level of professional identity of middle school PE teachers with low education level is far lower than that of high education level. 4) the difference of school location has significant influence on the level of professional identity of middle school PE teachers. The level of professional identity of middle school PE teachers working in cities is significantly higher than that of township middle school PE teachers. It is suggested that: 1) make full use of the leading role of example, set up the standard of professional, teaching and scientific research for the professional, teaching and scientific research of the PE teachers and the backbone teachers of the expert middle school, and set up the development goal and learn from the example for the vast number of young teachers. Develop school-based curriculum with old and new progress. Based on the characteristics of geography, resources and traditional culture in Henan Province, the contents of physical education curriculum should be expanded, so that the goal of sports course under the new curriculum standard can be achieved. In the new era, the spirit of physical education and Chinese traditional culture are organically combined with each other) to take the initiative to occupy the network and self-media information technology platform, and to establish a strong academic atmosphere for middle school PE teachers in different regions by using this kind of communication platform, which has broken through the regional restrictions. Cooperation among PE teachers with high skill level, rich information, platform of communication, increasing teacher establishment, softening the rigid index of professional title promotion, deepening the direction of balanced development between urban and rural areas, narrowing the gap between urban and rural areas, and purifying the campus environment. Expand the middle school physical education curriculum, the moral education, patriotic education, sports spirit into the curriculum, devoting to the cultivation of moral, intellectual and physical all-round development of new talents.
【學(xué)位授予單位】：西安體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.96

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 于群;蔡先鋒;;淮安市中學(xué)體育教師職業(yè)認(rèn)同研究[J];當(dāng)代體育科技;2015年27期

2 荊純祥;施小菊;高麗潔;;社會(huì)認(rèn)同視域下體育教師職業(yè)認(rèn)同與工作價(jià)值觀關(guān)系研究[J];福建體育科技;2014年03期

3 周珂;周艷麗;王崇喜;;中學(xué)體育教師職業(yè)認(rèn)同特點(diǎn)的實(shí)證與分析[J];南京體育學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2012年05期

4 周珂;王崇喜;周艷麗;;體育教師職業(yè)認(rèn)同的結(jié)構(gòu)與量表編制研究——以中學(xué)體育教師為例[J];北京體育大學(xué)學(xué)報(bào);2012年03期

5 魏春魁;張自薦;;基于因素分析法的濟(jì)南市部分高校體育教師職業(yè)認(rèn)同研究[J];山東體育科技;2011年06期

6 虞力宏;湯國(guó)杰;高可清;;高校體育教師職業(yè)認(rèn)同與工作投入的關(guān)系研究[J];中國(guó)體育科技;2011年06期

7 謝謙梅;顧韶雄;;自我的迷失與重建:論體育教師職業(yè)認(rèn)同的喚起[J];南京體育學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2011年04期

8 黃艷;劉中凱;;中學(xué)體育教師職業(yè)認(rèn)同感的調(diào)查研究[J];浙江體育科學(xué);2009年04期

9 湯國(guó)杰;;普通高校體育教師職業(yè)認(rèn)同與工作滿意度的關(guān)系研究[J];心理科學(xué);2009年02期

10 湯國(guó)杰;;普通高校體育教師職業(yè)認(rèn)同理論模型構(gòu)建與實(shí)證研究[J];北京體育大學(xué)學(xué)報(bào);2009年03期

相關(guān)會(huì)議論文 前1條

1 周珂;;中學(xué)體育教師職業(yè)認(rèn)同結(jié)構(gòu)研究[A];第3屆中國(guó)體育博士高層論壇論文集[C];2010年

相關(guān)博士學(xué)位論文 前8條

1 李敏;中學(xué)教師工作投入感研究[D];華東師范大學(xué);2015年

2 尹志華;中國(guó)體育教師專業(yè)標(biāo)準(zhǔn)體系的探索性研究[D];華東師范大學(xué);2014年

3 盧伯春;中小學(xué)體育名師的培養(yǎng)研究[D];上海師范大學(xué);2013年

4 孫衛(wèi)紅;我國(guó)中小學(xué)體育教師職業(yè)生存狀態(tài)研究[D];北京體育大學(xué);2010年

5 江廣和;西北農(nóng)村中學(xué)體育教師成長(zhǎng)的困境與調(diào)適[D];福建師范大學(xué);2010年

6 周珂;中學(xué)體育教師職業(yè)認(rèn)同研究[D];河南大學(xué);2010年

7 李彥花;中學(xué)教師專業(yè)認(rèn)同研究[D];西南大學(xué);2009年

8 魏淑華;教師職業(yè)認(rèn)同研究[D];西南大學(xué);2008年

相關(guān)碩士學(xué)位論文 前5條

1 溫星;山西省中學(xué)體育教師職業(yè)幸福感的調(diào)查研究[D];山西師范大學(xué);2015年

2 韓冰;中學(xué)體育教師職業(yè)認(rèn)同、教學(xué)效能感及其相互關(guān)系[D];北京體育大學(xué);2014年

3 嚴(yán)玉梅;高校教師職業(yè)認(rèn)同、工作滿意度與離職意向的關(guān)系研究[D];湖南師范大學(xué);2008年

4 高嵐;中學(xué)教師職業(yè)倦怠現(xiàn)狀及其影響因素研究[D];河北師范大學(xué);2006年

5 魏淑華;教師職業(yè)認(rèn)同與教師專業(yè)發(fā)展[D];曲阜師范大學(xué);2005年

，

本文編號(hào)：1895291