论文部分内容阅读
文章籍由文献回顾及观察分析,试图在挖掘体育院校民族传统体育教师专业发展所处困境的基础上,提出民族传统体育教师的专业发展思考。研究认为,在全国体育院校民族传统体育教师专业发展进程中,教师面对外部环境变革的各种综合因素,应从技能结构、知识结构、科研能力等专业发展现实中的“被动模式”走向“主动发展模式”。重新审视民族传统体育教师的角色和知识结构,同时,学校作为教师发展的场所,应从制定不同发展方向的民族传统体育教师评价标准,创设独具特色的民族传统体育教师专业发展平台,构建多学科、多层次的教师专业发展共同体三方面着手,通过相互理解、相互交流促进教师个体自我重构,最终实现教师群体专业水平的晋升和教学质量的提高。
By reviewing and observing the articles, this paper tries to find out the professional development of traditional national physical education teachers based on the plight of the professional development of national traditional PE teachers in PE institutes. According to the research, in the process of the professional development of national traditional PE teachers in PE institutes in China, teachers should face the challenge of the “passive mode” of professional development such as skill structure, knowledge structure and scientific research ability, To “active development model ”. Reexamining the role and knowledge structure of ethnic traditional physical education teachers. At the same time, as a place where teachers develop, schools should set up evaluation criteria of traditional national physical education teachers with different development directions and create a distinctive traditional national physical education teacher professional development platform to build multidisciplinary , Multi-level teacher professional development community in three aspects, through mutual understanding and mutual exchange to promote individual self-reconstruction of teachers, teachers eventually achieve the professional standards of promotion and teaching quality improvement.