| （1.华中师范大学 体育学院，湖北 武汉 430079；2.华中师范大学 体育文化研究中心，湖北 武汉 430079） 摘 要：体育教师评价是诊断体育教师专业能力与职业素养的重要环节，学生参与体育教师评价有利于体育教师基于学生视角进行自我行为反思，实现“教”与“学”的统一。采用文献资料研究、专家访谈等方法，归纳总结我国中小学体育教师评价中学生参与的缺位表象，即“学生评教”形式主义的泛滥、“学生评教”内容的局限、“学生评教”结果反馈的错位等。在此基础上分析学生缺位中小学体育教师评价的原因，即体育学科的边缘化导致“学生评教”不受重视，“学生评教”功能的预设导致内容没有全面反映体育教师评价标准，传统教育观念对“学生评教”中学生主体地位突显的阻碍依然存在，管理者对“学生评教”价值认识的局限导致反馈结果运用的不科学，师生对“学生评教”共识的不足使之成为交流对话的壁垒。最后，提出学生回归中小学体育教师评价的策略。 |
DONG Guo-yong1，2，LIU Li1，WANG Jian1，2
| （1.School of Physical Education，Central China Normal University，Wuhan 430079，China；2.Research Institute of Sports Culture，Central China Normal University，Wuhan 430079，China) Abstract: Physical education teacher evaluation is an important link of diagnosing physical education teacher’s profes-sional abilities and occupational attainments, student participation in physical education teacher evaluation is conducive to physical education teachers carrying out self behavior introspection, as well as realizing teaching and learning unification. By using such research methods such as literature data and expert interview etc, the authors summarized the signs of stu-dent participation absence in elementary and middle school physical education teacher evaluation, i.e. the overwhelming of formalism in “teacher evaluation by students”, the limitation of contents of “teacher evaluation by students”, the mis-placement of result feedback of “teacher evaluation by students”, etc. On such a basis, the authors analyzed the causes for student absence in elementary and middle school physical education teacher evaluation, i.e. the marginalization of the physical education discipline resulted in that “teacher evaluation by students” was not valued, the presetting of the func-tions of “teacher evaluation by students” resulted in that the contents did not comprehensively reflect physical education teacher evaluation standards, traditional education conception’s prominent obstruction to student’s subject status in “teacher evaluation by students” still existed, the limitation of administers’ recognition of the value of “teacher evaluation by students” caused that feedback result application was not scientific, the insufficient consensus between teachers and students on “teacher evaluation by students” made it become a dialogue barrier. Lastly, the authors put forward strategies for students to return to elementary and middle school physical education teacher evaluation. |
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