【作者】 何毅；

【导师】 王健；

【作者基本信息】 华中师范大学 ， 体育人文社会学， 2019， 硕士

【摘要】 党的十八大以来,习近平总书记多次在公开场合表达了对教师工作的高度关注,中共中央、国务院于2018年1月出台的《关于全面深化新时代教师队伍建设改革的意见》正是习近平教师队伍建设思想的集中反映,作为新中国成立以来党中央出台的第一个专门面向教师队伍建设的里程碑式政策文件,《意见》明确指出:“要全面提高中小学教师质量,建设一支高素质、专业化的教师队伍。”体育教师是我国教师队伍的重要组成部分,培养和造就高质量体育教师对于加速我国教师队伍建设步伐具有重要意义。高质量体育教师是推进我国基础教育体育与健康课程改革的重要保障。21世纪以来,我国开始了新一轮的基础教育体育与健康课程改革,“课程标准”在赋予体育教师更多教学“自主权”的同时,对体育教师也提出了更高的标准和期望,体育教师的专业素养成为直接影响我国体育与健康课程改革成效的关键性因素。特别是在体育学习评价领域,作为此次课程改革的重点和难点,“课程标准”构建的多元评价体系指导框架要求体育教师必须具备能够胜任学习评价实践的专业素养,进而科学、准确地判断学生的体育学科核心素养水平,并有效地利用学习评价来促进“教师的教”和“学生的学”。体育教师在教学过程中为最大程度地促进“教师的教”和“学生的学”而采取的对学生体育学科核心素养水平进行价值判断活动中所必备的基本情意、认知和行为即为研究对于体育教师评价素养的定义。概而言之,作为体育教师必备的专业素养之一,评价素养不仅对促进体育教师专业发展、提高体育教师质量具有重要作用,同时也是体育教师贯彻落实“新课改”多元评价体系的必要保障。因此,探讨和研究体育教师的评价素养具有重要的时代意义和实践价值。研究以体育教师的评价素养为研究对象,采用文献资料法、问卷调查法、访谈法、数理统计法等研究方法,在透析教师评价素养理论的基础上提出了我国体育教师评价素养结构假设,并以层面理论为指导验证了我国体育教师评价素养结构、研制了体育教师评价素养测量工具。其次,利用量表对我国体育教师评价素养现状进行调查,探索和分析了不同背景下体育教师评价素养水平的差异。最后,指出了我国体育教师评价素养的现存问题,并据此提出了我国体育教师评价素养的发展策略,以期对我国体育教师评价素养的理论与实践有所助益。研究认为:1)体育教师评价素养由评价情意、评价认知和评价行为三个维度构成,且三个维度不存在单项顺序性关系,空间结构呈极化分布;2)体育教师评价素养量表由34个题项组成,量表的信效度较高,可作为体育教师评价素养调查工具;3)我国体育教师评价素养整体水平不高,且受性别、教龄、任教学段、任教地域、学历、职称、评价教育经历等因素的影响;4)我国体育教师评价素养存在理论研究不足、政策导向不够,整体水平不高、评价认知偏低,新手型体育教师评价实践经验不够、评价素养匮乏,高教龄体育教师评价知识理念不新、评价实践守旧,教育评价类培训覆盖范围不广、效果不尽人意等问题。最后,研究指出,发展我国体育教师评价素养应从以下几方面着手:1)加强政策导向,充分发挥教育行政部门的引导及其监督作用;2)强化职业引导,研制体育教师的学生体育学习评价能力标准;3)优化课程结构,增设职前体育教师教育教学评价实践类课程;4)更新评价理念,定期开展校本体育教师教学评价类教研活动;5)规范培训内容,扩大职后体育教师教学评价培训的受众范围。更多还原

【Abstract】 Since the 18th National Congress of the Communist Party of China,General Secretary Xi Jinping has repeatedly expressed his great concern for the work of teachers in public.The State Council’s "Opinions on Comprehensively Deepening the Reform of Teachers’ Construction in the New Era" promulgated in January 2018 is the concentrated reflection of Xi Jinping’s thought on the construction of teachers’ team,which is milestone policy document promulgated by the Communist Party Central Committee since the founding of New China for the first time,the "Opinions" clearly pointed out that it is necessary to improve the quality of primary and secondary school teachers in an all-round way and build a high-quality and professional teaching staff.High-quality PE teachers are of great significance for accelerating the pace of the construction of the Chinese teaching staff.High-quality PE teachers are also an important guarantee to promote the reform of physical education and health curriculum in China.Since the 21st century,China has started vigorous reform of basic education physical education and health curriculum.While the curriculum standard gives PE teachers more "autonomy" in teaching,it also puts forward higher standards and expectations for PE teachers.The professional quality of physical education teachers has become a key factor that directly affects the effectiveness of physical education and health curriculum reform in China.Especially in the field of assessment,as the focus and difficulty of the curriculum reform,the guiding framework of the multiple assessment system constructed by "curriculum standards"requires that PE teachers must have professional qualities that are competent for assessment practice,and then scientifically and accurately judge students’ core literacy of physical education,and effectively use assessment to promote "teachers’ teaching" and"students’ learning".In order to promote "teacher’s teaching" and "student’s learning" to the greatest extent,physical education teachers adopt the basic sentiment,cognition and behavior necessary for the value judgment of students’ literacy of physical education discipline,that is,to study the definition of assessment literacy of physical education teachers.In a word,as one of the necessary professional qualities of PE teachers,assessment literacy not only plays an important role in promoting the professional development of PE teachers and improving the quality of PE teachers,but also is the necessary guarantee for PE teachers to implement the multiple-assessment system of"new curriculum reform".Therefore,it is of great period significance and practical value to explore and study the assessment literacy of physical education teachers.The research takes the assessment literacy of PE teachers as the research object,adopts the research methods of literature,questionnaire,interview and mathematical statistics,puts forward the hypothesis of the structure of assessment literacy of PE teachers in China on the basis of dialysis of the theory of assessment literacy of teachers,and verifies the structure of assessment literacy of PE teachers in China under the guidance of Facet Theory,and develops the scale of assessment literacy of PE teachers.Secondly,the questionnaire is used to investigate the current situation of PE teachers’assessment literacy in China,which clarifies the differences of PE teachers’ assessment literacy level under different backgrounds.Finally,this paper points out the existing problems in the assessment literacy of physical education teachers in China,and puts forward the development strategies of the assessment literacy of physical education teachers,with a view to providing help for the theory and practice of the assessment literacy of physical education teachers in China.It is concluded that::1)The assessment literacy of physical education teachers consists of three dimensions:assessment affection,assessment cognition and assessment behavior,and there is no single sequential relationship in the three dimensions,and the spatial structure is polarized;2)PE teachers’ assessment literacy scale is composed of 34 items,which has high reliability and validity,and can be used as a survey tool for PE teachers’ assessment literacy in China;3)The overall level of PE teachers’ assessment literacy is not high,and which is affected by factors such as gender,teaching age,teaching section,teaching area,educational background,professional title and assessment education experience;4)There are some problems in the assessment literacy of PE teachers in China,such as insufficient theoretical research and policy guidance,low overall level and assessment cognition,insufficient practical experience and assessment literacy of novice P.E.teachers,the assessment knowledge of PE teachers of higher educational age is not new and the assessment practice is conservative,the training coverage of educational assessment is not wide and the effect is unsatisfactory.Finally,the research pointed out that the development of the assessment literacy of physical education teachers in China should start from the following aspects:1)strengthen policy orientation,give full play to the government’s guidance and supervision;2)strengthen career guidance,develop physical education teachers’ assessment ability standards;3)optimize courses structure,set up a physical education teacher assessment practice course;4)update the assessment concept,regularly carry out school-based educational assessment teaching and research activities;5)standardize training content and expand the audience scope of educational assessment training.更多还原