【作者】 杜鹃；

【导师】 朱伟强；

【作者基本信息】 华东师范大学 ， 体育硕士（专业学位）， 2023， 硕士

【摘要】 体育课程不断深化改革,教师作为改革主体,是把理想课程变成现实课程的载体。《基础教育课程改革纲要》强调教师对自己教学行为的分析与反思,教师职业发展要求中明确反思能力是教师必备能力之一。教师的专业发展更是需要“反思理论”的强有力支持。本研究在厘清体育教师教学反思理论结构的基础上,开发调查中小学体育教师教学反思现状情况的工具并进行应用,探讨影响中小学体育教师教学反思的各个因素,结合调查的实际情况给予改善体育教师教学反思情况的相应建议。基于此,本研究主要解决了以下几个问题:(1)体育教师教学反思的理论结构如何?(2)体育教师教学反思现状如何?(3)体育教师教学反思影响因素有哪些?各影响因素间是否具有差异性?(4)体育教师教学反思内部结构之间是否会相互影响?(5)已有的反思现状下,还需作哪些方面的努力改善体育教师的教学反思?首先,笔者通过文献资料法,从课程改革倡导需求、教师职业发展需求以及体育教师反思实践状况三方面厘清了体育教师为什么需要教学反思。其次,通过理论推演开发体育教师教学反思现状调查工具,明晰了体育教师的教学反思应该具有什么结构这一问题。最后,借助《中小学体育教师教学反思调查问卷》开展调查研究,通过数据统计与分析揭示了中小学体育教师教学反思的现状和影响因素,并为发展体育教师教学反思能力提供了相关建议。本研究通过理论梳理,问卷编制,调查实施与数理统计分析获得以下结论:(1)体育教师教学反思结构包含反思倾向、反思内容、反思方式与反思水平四个维度。(2)体育教师教学反思现状仍存在问题。反思内容多集中于课堂教学内,反思方法多元化欠缺,反思认知与意识有待加强。达到批判性反思水平的教师寥寥无几。(3)不同背景的体育教师教学反思情况具有差异性。不同学历、职称、教龄与任教的学段的体育教师在教学反思内容与反思倾向上存在差异性,在反思方法的选择与使用方面不存在显著差异。(4)个人、学校、社会因素与体育教师教学反思相关程度不同。个人因素与教学反思结构中的内容、方法不具有显著的相关性,但与反思倾向呈低相关。而学校因素与反思内容、方法以及倾向都具有一定程度的相关性。社会因素与教学反思内容与倾向都具有弱相关性,与反思方法不相关。更多还原

【Abstract】 Physical education curriculum is constantly deepening the reform,teachers as the main body of reform,is the ideal curriculum into a reality of the carrier.The Outline of Curriculum Reform of Basic Education emphasizes the analysis and reflection of teachers’ teaching behavior,and the ability of reflection is one of the necessary abilities in teachers’ professional development.The professional development of teachers needs the strong support of the Reflection Theory.On the basis of clarifying the theoretical structure of PE teachers’ teaching reflection,this study develops and applies a tool to investigate the situation of PE teachers’ teaching reflection in primary and secondary schools,discusses the factors affecting PE teachers’ teaching reflection,and gives corresponding suggestions to improve PE teachers’ teaching reflection in combination with the actual situation of the survey.Based on this,this study mainly solves the following questions:(1)What is the theoretical structure of PE teachers’ teaching reflection?(2)What is the status quo of PE teachers’ teaching reflection?(3)What factors influence teachers’ thinking about teaching PE?(4)Is there an interaction between the internal structures of PE teachers’ teaching reflections?(5)Given the current situation of reflection,what more needs to be done to improve physical education teachers’ teaching reflection?First of all,through the method of literature,the author clarifies why physical education teachers need teaching reflection from three aspects: the demand of curriculum reform and advocacy,the demand of teachers’ professional development and the situation of physical education teachers’ reflection on practice.Secondly,by theorizing and developing the survey tool of PE teachers’ teaching reflection,the paper clarifies the structure of PE teachers’ teaching reflection.Finally,by means of the questionnaire of PE teachers’ teaching reflection in primary and secondary schools,the status quo and influencing factors of PE teachers’ teaching reflection in primary and secondary schools are revealed through data statistics and analysis,and relevant suggestions are provided for the development of PE teachers’ teaching reflection ability.This study obtained the following conclusions through theoretical combing,questionnaire preparation,survey implementation and mathematical and statistical analysis:(1)The teaching reflection structure of physical education teachers consists of reflection tendency,reflection content,reflection mode and reflection level.(2)There are still some problems with the current state of PE teachers’ reflective teaching.The reflection content is mainly concentrated in classroom teaching,the reflection method is not diversified,and the reflection cognition and consciousness need to be strengthened.Few teachers reach the level of critical reflection.(3)The teaching reflection of PE teachers with different backgrounds is different.Physical education teachers with different educational background,professional title,teaching years and teaching period have differences in teaching reflection content and reflection tendency,and there is no significant difference in the selection and use of reflection methods.(4)The degree of correlation between individual,school and social factors and PE teachers’ teaching reflection is different.There is no significant correlation between personal factors and the content and method of teaching reflection structure,but there is a low correlation between personal factors and reflection tendency.And school factors have a certain degree of correlation with the content,method and tendency of reflection.Social factors are weakly correlated with the content and tendency of teaching reflection,but not with the method of reflection.更多还原