【作者】 刘静；

【导师】 马卫平；

【作者基本信息】 湖南师范大学 ， 体育教学（专业学位）， 2017， 硕士

【摘要】 职前教育和职后教育是实现教师专业化的必经之路,尤其职后教育已经成为提升教师的职业情操及专业水平的重要手段。从美国、日本和英国等发达资本主义国家教育发展情况来看,注重和提高教师的职后教育已经成为一个国家或地区发展教育的一个共识。对于中学体育教师职后教育而言,亦复如此。本研究采用文献资料法、问卷调查法、数理统计法以及逻辑分析法等研究方法对青竹湖湘一外国语学校、广益实验中学以及长郡双语实验中学等20所长沙市重点中学体育教师职后教育进行调研,研究结果表明:1.长沙市重点中学体育教师基本构成以年轻教师为主,男性教师多于女性教师,性别比例失衡;职称、相关裁判资格等级以及英语水平不高;2.长沙市重点中学体育教师职后教育方式单一,以培训为主;但培训内容与实际教学工作联系不紧密,培训时间设置占用教师休息时间,培训评估“人情关系评估”导致“低能高评”等问题,凸显出培训质量不高;3.长沙市重点中学体育教师职后教育存在认知的误区,部分教师对职后教育的相关政策不了解,同时参加职后教育的目的存在偏差,升职、完成任务成为主要目的;4.长沙市重点中学体育教师认为现行的职后教育形式和内容的实用性、指导性与工作的密切程度都不高,造成了大多数体育教师对职后教育的满意度不高;5.长沙市重点中学体育教师职后教育的费用主要是以自费形式为主,教师参与职后教育的相关福利得不到保障,折射出长沙市中学体育教师职后教育保障机制的不完善。根据以上结论,本文提出了相应的解决策略:1.提高教师对职后教育的正确认识;2.拓宽职后教育渠道,采用现代信息技术教学、模块化教学以及专项模式教学,多元化教学方式;3.建立科学的评估制度消除认知误区;4.提高职后教育与实际工作的密切程度;5.完善职后教育的福利保障机制。希望本文的研究能为长沙市重点中学体育教学职后教育贡献自己的绵薄之力。更多还原

【Abstract】 Pre-service education and post education are the only way to realize the professionalization of teachers,especially after post education has become an important means to promote teachers ’ professional sentiment and professional level.From the perspective of educational development in developed capitalist countries such as the United States,Japan and the United Kingdom,the emphasis on and improvement of teachers ’ post education has been a common understanding of developing education for a country or a region.This is also true for secondary school P.E.teachers ’post education.This research adopts the methods of literature,questionnaire,mathematical Statistics and logic analysis to investigate the post education of P.E.teachers in 20 Changsha key middle schools,such as a foreign language school,Guang Yi Experimental Middle school and Long County bilingual Experimental Middle School.The results show that:first of all,the basic constitution of PE teachers in Changsha key middle schools mainly consists of young teachers,male teachers are more than female teachers,gender ratio is unbalanced;Changsha The main middle school P.E.teachers ’ Professional post education mode is single and training-oriented;But the training content is not closely related to the actual teaching work,the training time is set up to occupy the teachers ’rest time,and the training evaluation of "human relationship assessment"leads to the phenomenon of "low energy high evaluation".It highlights that the training quality is not high;Furthermore,there is a misunderstanding about the Changsha of PE teachers in the key middle schools,and some teachers do not understand the relevant policies of post education,and there are some deviations in the aim of the post education,and the promotion and The completion of the task is the main purpose;Then,the PE teachers in Changsha Key Middle School think that the current post-vocational education form and content of practicality,guidance and the close degree of work are not high,resulting in the majority of PE teachers to the post-vocational education is not high satisfaction;Finally,the cost of PE teachers ’ post education in Changsha key middle schools is mainly in the form of their own,and the related benefits of teachers ’ participation in post education are not guaranteed,which reflects the imperfection of the post-Changsha education guarantee mechanism of middle school P.E.teachers.Based on the above conclusion,this paper puts forward the corresponding strategies,firstly,to improve teachers ’ correct understanding of post education,and secondly,to broaden the channel of post education,to adopt modern information technology teaching,modular teaching and special mode teaching,to diversify the teaching methods,and to establish a scientific evaluation system to eliminate the misunderstanding of cognition.To establish a strict evaluation system,to eliminate the phenomenon of "human evaluation" and "low energy overestimate",to dispel the teachers ’ fluke Psychology,to establish the correct cognition;It is hoped that this study will contribute to the Changsha of PE teaching in key middle schools.更多还原