| （南京师范大学 体育科学学院，江苏 南京 210046） 摘 要：基于体育教师身份认同的原则和主体性建构的理念，通过形成机制探索、基本假设提出、构成要素分析等手段，构建有利于体育教师之间进行合作、交流、分享的专业化发展概念模型与实体模型。强化体育教师个体与群体层次的专业发展行为，为体育教师创设一种有利于专业参与和实践共享的专业发展方式，帮助体育教师从单向的专业知识获取向多维的专业观点会话、专业行为改进的方向发展，并将专业精神、专业知识与专业技能等体现体育教师专业素养的个性要素融入到专业发展过程中，加强新理念和群体智慧对体育教师专业发展的积极影响，形成有效的体育教师专业发展理论与实践体系。 |
ZHAO Fu-xue，CHENG Chuan-yin
| （School of Physical Education，Nanjin Normal University，Nanjin 210046，China) Abstract: Based on the principle of physical education teacher identity recognition and the conception of subjectiv-ity construction, by such means as formation mechanism exploration, basic assumption establishment and constitu-ent element analysis etc, the author built a conceptual model and a physical model for professional development, which are conducive to cooperation, communication and sharing between physical education teachers. These models intensify physical education teacher professional development behaviors at the individual and collective levels, cre-ate a way of professional development conducive to professional participation and practical sharing, help physical education teachers develop in the direction from unidirectional professional knowledge acquisition to multidimen-sional professional view dialog and professional behavior improvement, blend personality elements such as profes-sional spirit, professional knowledge and professional skills etc, which embody physical education teacher’s profes-sional makings, into the process of professional development, intensify the positive effects of new conceptions and collective wisdom on physical education teacher professional development, and form an effective physical educa-tion teacher professional development theory and practice system. |
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