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阳帅
肖啟清
教育學院
教育學碩士學位課程(中文學制)
碩士
2023
新課標背景下縣域體育教師專業發展支持路徑研究 : 以廣東省H縣為例
Research on the Support Path of County PE Teachers’ Professional Development under the Background of New Curriculum Standards : A Case Study of H County, Guangdong Province
體育教師 ; 專業發展 ; 支持策略
Gym teacher ; Professional development ; Support strategy
公開日期：25/6/2027
體育與健康教育有助於促進學生參與體育運動，培養學生團隊合作精神，增強自信心，塑造積極的人生態度，在兒童青少年全面發展中扮演著重要的角色。體育教師作為新時代體育與健康教育革新發展的主體踐行者和核心推動者，其對體育與健康教育發展方向的認知、回應及把握程度，影響著體育與健康教育發展的方向與品質，但體育教師專業發展及支持現狀方面依舊存在著較多困境。
本文以廣東省H縣體育教師為研究對象，通過問卷調查與訪談瞭解廣東省H縣體育教師專業發展與支持現狀以及存在的問題；其中問卷調查選取384名教師，訪談選取6名教師。再根據筆者瞭解到的現狀以及存在的問題，探索H縣體育教師專業發展支持策略。
筆者通過分析問卷數據發現，部分體育教師專業發展水準偏低。不同教齡、職稱、收入、修讀專業、學歷、年齡在品行素養維度上存在顯著差異，其中新教師、低職稱教師、沒有修讀體育專業的教師、碩士研究生學歷以及年輕的教師品行素養較低。不同專業、職稱的教師在知識素養維度與能力素養維度均存在顯著差異，其中低職稱教師和未修讀體育類專業教師知識素養與能力素養較低。品行素養、知識素養、能力素養之間是正相關關係。同時筆者對H縣體育教師的專業發展及支持現狀進行了訪談，訪談發現，在新課標的理解與認識、培訓與進修、專業發展重視程度以及外部支持方面還存在許多不足，針對以上問題，筆者從健全體育教師評價機制、加強體育教師職業發展規劃、優化教師隊伍與管理制度建設、完善相關培訓管理制度建設四個方面提出了可供借鑒的體育教師專業發展支持策略。
本文以廣東省H縣體育教師為研究對象，通過問卷調查與訪談瞭解廣東省H縣體育教師專業發展與支持現狀以及存在的問題；其中問卷調查選取384名教師，訪談選取6名教師。再根據筆者瞭解到的現狀以及存在的問題，探索H縣體育教師專業發展支持策略。
筆者通過分析問卷數據發現，部分體育教師專業發展水準偏低。不同教齡、職稱、收入、修讀專業、學歷、年齡在品行素養維度上存在顯著差異，其中新教師、低職稱教師、沒有修讀體育專業的教師、碩士研究生學歷以及年輕的教師品行素養較低。不同專業、職稱的教師在知識素養維度與能力素養維度均存在顯著差異，其中低職稱教師和未修讀體育類專業教師知識素養與能力素養較低。品行素養、知識素養、能力素養之間是正相關關係。同時筆者對H縣體育教師的專業發展及支持現狀進行了訪談，訪談發現，在新課標的理解與認識、培訓與進修、專業發展重視程度以及外部支持方面還存在許多不足，針對以上問題，筆者從健全體育教師評價機制、加強體育教師職業發展規劃、優化教師隊伍與管理制度建設、完善相關培訓管理制度建設四個方面提出了可供借鑒的體育教師專業發展支持策略。
Physical education and health education can help to promote students' participation in sports, cultivate students' teamwork spirit, enhance self-confidence, and shape a positive attitude towards life, which plays an important role in the all-round development of children and adolescents. Physical education teachers, as the main practitioners and core promoters of the innovation and development of physical education and health education in the new era, their cognition, response and grasp of the development direction of physical education and health education affect the development direction and quality of physical education and health education, but there are still many difficulties in the professional development of physical education teachers.
This paper takes the PE teachers in H County of Guangdong Province as the research object, and finds out the status quo and existing problems of PE teachers' professional development and support in H County of Guangdong Province through questionnaire survey and interview. Among them, 384 teachers were selected for questionnaire survey and 6 teachers were selected for interview. Then, based on the current situation and existing problems, the author explores the support strategies for the professional development of PE teachers in H County.
Through the analysis of questionnaire data, the author found that some PE teachers' professional development level is low. Different teaching age, professional title, income, major, education background and age have significant differences in the dimension of moral quality, among which new teachers, teachers with low professional title, teachers without physical education major, master's degree and young teachers have lower moral quality. There are significant differences in the dimensions of knowledge literacy and ability literacy among teachers with different professional titles, among which teachers with low professional titles and teachers without physical education majors have lower knowledge literacy and ability literacy. Conduct literacy, knowledge literacy and ability literacy are positively correlated. At the same time, the author conducted an interview on the current situation of PE teachers' professional development and support in H County, and found that there are still many deficiencies in the understanding and recognition of the new curriculum standards, training and further study, the degree of emphasis on professional development and external support. In view of the above problems, The author puts forward the supporting strategies for PE teachers' professional development from four aspects: perfecting PE teachers' evaluation mechanism, strengthening PE teachers' career development planning, optimizing the construction of teachers' team and management system, and improving the construction of relevant training management system.
This paper takes the PE teachers in H County of Guangdong Province as the research object, and finds out the status quo and existing problems of PE teachers' professional development and support in H County of Guangdong Province through questionnaire survey and interview. Among them, 384 teachers were selected for questionnaire survey and 6 teachers were selected for interview. Then, based on the current situation and existing problems, the author explores the support strategies for the professional development of PE teachers in H County.
Through the analysis of questionnaire data, the author found that some PE teachers' professional development level is low. Different teaching age, professional title, income, major, education background and age have significant differences in the dimension of moral quality, among which new teachers, teachers with low professional title, teachers without physical education major, master's degree and young teachers have lower moral quality. There are significant differences in the dimensions of knowledge literacy and ability literacy among teachers with different professional titles, among which teachers with low professional titles and teachers without physical education majors have lower knowledge literacy and ability literacy. Conduct literacy, knowledge literacy and ability literacy are positively correlated. At the same time, the author conducted an interview on the current situation of PE teachers' professional development and support in H County, and found that there are still many deficiencies in the understanding and recognition of the new curriculum standards, training and further study, the degree of emphasis on professional development and external support. In view of the above problems, The author puts forward the supporting strategies for PE teachers' professional development from four aspects: perfecting PE teachers' evaluation mechanism, strengthening PE teachers' career development planning, optimizing the construction of teachers' team and management system, and improving the construction of relevant training management system.
2024
中文
97
致謝........................................................................................................................... 3
摘要........................................................................................................................... 5
Abstract ..........................................................................................................................7
圖目錄..........................................................................................................................11
表目錄......................................................................................................................... 12
第一章緒論........................................................................................................... 13
1.1 選題背景....................................................................................................... 13
1.2 研究目的....................................................................................................... 15
1.3 研究意義....................................................................................................... 16
1.4 論文結構....................................................................................................... 17
第二章文獻綜述....................................................................................................... 20
2.1 名詞解釋....................................................................................................... 20
2.1.1 體育與健康課程標準........................................................................ 20
2.1.2 教師專業發展.................................................................................... 21
2.1.3 縣域.................................................................................................... 21
2.2 國內外相關研究........................................................................................... 21
2.2.1 體育與健康課程標準相關研究........................................................ 22
2.2.2 教師專業發展相關研究.................................................................... 23
2.2.3 體育教師專業發展相關研究............................................................ 27
2.2.4 體育教師專業發展策略研究............................................................ 28
2.2.5 簡要評述............................................................................................ 30
第三章研究設計與實施........................................................................................... 31
3.1 研究對象....................................................................................................... 31
3.2 研究問題....................................................................................................... 31
3.3 研究方法....................................................................................................... 32
3.3.1 文獻分析法........................................................................................ 32
3.2.2 問卷調查法........................................................................................ 32
3.2.3 訪談法................................................................................................ 33
3.3.4 統計分析法........................................................................................ 33
3.4 研究工具....................................................................................................... 34
3.4.1 量化問卷............................................................................................ 34
3.4.2 訪談綱要............................................................................................ 40
3.5 問卷預調研................................................................................................... 40
3.5.1 問卷預測試實施................................................................................ 40
3.5.2 預調研問卷信度分析........................................................................ 42
3.5.3 預調研問卷效度分析........................................................................ 44
3.6 研究實施....................................................................................................... 44
3.6.1 問卷實施............................................................................................ 44
3.6.2 個人訪談............................................................................................ 45
3.7 研究倫理....................................................................................................... 46
第四章研究結果與分析........................................................................................... 47
4.1 受訪者基本情況........................................................................................... 47
4.2 問卷信度與效度分析................................................................................... 49
4.2.1 問卷信度分析.................................................................................... 49
4.2.2 問卷效度分析.................................................................................... 53
4.3 受訪者專業發展現狀分析........................................................................... 54
4.3.1 該縣體育教師專業發展現狀............................................................ 55
4.3.2 體育教師專業發展水準分佈情況.................................................... 58
4.4 受訪者專業發展水準差異性分析.............................................................. 61
4.5 品行素養、知識素養、能力素養的相關性分析....................................... 72
4.6 訪談結果分析............................................................................................... 73
第五章結論與建議................................................................................................... 84
5.1 研究結論....................................................................................................... 84
5.2 對策及建議................................................................................................... 86
5.2.1 健全體育教師評價機制.................................................................... 86
5.2.2 加強體育教師職業發展規劃............................................................ 86
5.2.3 優化教師隊伍與管理制度建設........................................................ 87
5.2.4 完善相關培訓管理制度建設............................................................ 87
5.3 研究不足及展望........................................................................................... 88
參考文獻..................................................................................................................... 89
附錄1 .......................................................................................................................... 95
附錄2 .......................................................................................................................... 97
摘要........................................................................................................................... 5
Abstract ..........................................................................................................................7
圖目錄..........................................................................................................................11
表目錄......................................................................................................................... 12
第一章緒論........................................................................................................... 13
1.1 選題背景....................................................................................................... 13
1.2 研究目的....................................................................................................... 15
1.3 研究意義....................................................................................................... 16
1.4 論文結構....................................................................................................... 17
第二章文獻綜述....................................................................................................... 20
2.1 名詞解釋....................................................................................................... 20
2.1.1 體育與健康課程標準........................................................................ 20
2.1.2 教師專業發展.................................................................................... 21
2.1.3 縣域.................................................................................................... 21
2.2 國內外相關研究........................................................................................... 21
2.2.1 體育與健康課程標準相關研究........................................................ 22
2.2.2 教師專業發展相關研究.................................................................... 23
2.2.3 體育教師專業發展相關研究............................................................ 27
2.2.4 體育教師專業發展策略研究............................................................ 28
2.2.5 簡要評述............................................................................................ 30
第三章研究設計與實施........................................................................................... 31
3.1 研究對象....................................................................................................... 31
3.2 研究問題....................................................................................................... 31
3.3 研究方法....................................................................................................... 32
3.3.1 文獻分析法........................................................................................ 32
3.2.2 問卷調查法........................................................................................ 32
3.2.3 訪談法................................................................................................ 33
3.3.4 統計分析法........................................................................................ 33
3.4 研究工具....................................................................................................... 34
3.4.1 量化問卷............................................................................................ 34
3.4.2 訪談綱要............................................................................................ 40
3.5 問卷預調研................................................................................................... 40
3.5.1 問卷預測試實施................................................................................ 40
3.5.2 預調研問卷信度分析........................................................................ 42
3.5.3 預調研問卷效度分析........................................................................ 44
3.6 研究實施....................................................................................................... 44
3.6.1 問卷實施............................................................................................ 44
3.6.2 個人訪談............................................................................................ 45
3.7 研究倫理....................................................................................................... 46
第四章研究結果與分析........................................................................................... 47
4.1 受訪者基本情況........................................................................................... 47
4.2 問卷信度與效度分析................................................................................... 49
4.2.1 問卷信度分析.................................................................................... 49
4.2.2 問卷效度分析.................................................................................... 53
4.3 受訪者專業發展現狀分析........................................................................... 54
4.3.1 該縣體育教師專業發展現狀............................................................ 55
4.3.2 體育教師專業發展水準分佈情況.................................................... 58
4.4 受訪者專業發展水準差異性分析.............................................................. 61
4.5 品行素養、知識素養、能力素養的相關性分析....................................... 72
4.6 訪談結果分析............................................................................................... 73
第五章結論與建議................................................................................................... 84
5.1 研究結論....................................................................................................... 84
5.2 對策及建議................................................................................................... 86
5.2.1 健全體育教師評價機制.................................................................... 86
5.2.2 加強體育教師職業發展規劃............................................................ 86
5.2.3 優化教師隊伍與管理制度建設........................................................ 87
5.2.4 完善相關培訓管理制度建設............................................................ 87
5.3 研究不足及展望........................................................................................... 88
參考文獻..................................................................................................................... 89
附錄1 .......................................................................................................................... 95
附錄2 .......................................................................................................................... 97
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