| （1.沈阳体育学院 社会体育学院，辽宁 沈阳 110102；2.上海体育学院 体育教育训练学院，上海 200438） 摘 要：梳理我国教师教育发展历程和基础教育体育课程的实际需求，探讨体育教师教育类课程改革的新方向：提升专业品质内涵，注重师德养成；关注教学对象信息，扩展儿童成长相关内容；加强体育学科教学知识，突出专业属性；完善课程内容结构，强化实践取向；落实终身学习理念，推动个人专业发展。以此为引领，提出内容优化建议：调整学校体育学、体育教学论、体育教材教法、现代教育技术应用的内容；补充体育教学对象分析、儿童健康教育、体育与健康课程标准内容；加强教师专业品质、体育基本教学技能、运动项目教学能力、课余体育指导、体育游戏等内容；减弱班级管理、心理咨询、教育研究方法、儿童发展等内容。最后，形成以专业品质、教育知识、教育能力3个维度为框架的体育教师教育类课程内容体系。 |
ZHANG He1，TANG Yan2
| （1.School of Social Sports，Shenyang Sport University，Shenyang 110102，China；2.School of Sports Education Training，Shanghai University of Sport，Shanghai 200438，China) Abstract: By collating the course of development of teacher education in China and the actual needs of physical education courses in basic education, the authors summed up the following five new directions for the reform of physical education teacher education courses: uplift professional quality connotations, value teacher morality culti-vation; concern teaching object information, expand children growth related contents; strengthen physical education discipline teaching knowledge, highlight professional attributes; perfect the course content structure, intensify the practice orientation; implement the lifelong learning conception, boost individual professional development. Guided by the said directions, the authors put forward the following suggestions for content optimization: adjust the con-tents of school physical education, physical education teaching theories, physical education teaching materials and methods, modern education technology application; supplement such contents as physical education teaching object analysis, children health education, and physical education and health curriculum standards; improve the teachers’ professional qualities, physical education basic teaching skills, sports event teaching abilities, extracurricular sports guidance, and sports games; weaken class management, psychological consultation, education research methods and children development. Lastly, a physical education teacher education course content system, which bases its frame-works on such 3 dimensions as professional quality, education knowledge and education ability, is formed |
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