南昌市本科与专科院校体育教师职业素养差异性及培养策略研究

Study on the Difference of Professional Qual-ity and Training Strategies of Physical Education Teachers between Undergraduates and Colleges in Nanchang City

摘要: 学校体育的进一步发展要求体育教师具有较强的专业教学技能和综合学科知识，对体育教师的专业素质提出了更高的要求。为探讨南昌市本科与专科院校体育教师职业素养存在的问题，针对问题给出策略。本研究采用特尔菲法、实地考察法设计出体育教师专业素养的结构模型，采用问卷调查法对南昌大学、江西师范大学、江西外语外贸职业学院、江西省化学工业学校四所学校的体育教师发放问卷，利用数理统计法得出研究数据。结果：1) 南昌市本科与专科体育教师在专业知识、专业能力、专业情感方面存在着显著差异，以本科院校优于专科院校存在。2) 为切实推进课程改革的落实，保障体育教学的发展，要加强体育教师选拔和培养制度的改革，扩大教师的知识结构，增加体育教师的自我发展意识，建立健全教师专业素质的培养体系，以满足学生全面发展的需求。

Abstract: The further development of school physical education requires physical education teachers to have strong professional teaching skills and comprehensive subject knowledge, which puts forward higher requirements for the professional quality of physical education teachers. In order to explore the existing problems of the professional quality of physical education teachers in undergraduate and specialized colleges in Nanchang, this paper puts forward some strategies for solving these problems. In this study, Delphi method and on-the-spot investigation method were used to design the structure model of physical education teachers’ professional literacy. Questionnaires were sent out to physical education teachers in four schools: Nanchang University, Jiangxi Normal University, Jiangxi Vocational College of Foreign Languages and Foreign Trade, and Jiangxi Chemical Industry School. Result: 1) There are significant differences in professional knowledge, professional ability and professional emotion between undergraduate physical education teachers and junior physical education teachers in Nanchang, and undergraduate colleges are better than junior colleges. 2) In order to effectively promote the implementation of curriculum reform and ensure the development of physical education, we should strengthen the reform of the system of selecting and training physical education teachers, expand the knowledge structure of teachers, increase the self-development consciousness of physical education teachers, and establish and improve the training system of teachers’ professional quality to meet the needs of students’ all-round development.