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《体育科学研究》[ISSN:1006-6977/CN:61-1281/TN]

卷:

23

期数:

2019年6期

页码:

71-79

栏目:

体育教育学

出版日期:

2019-12-30

文章信息/Info

Title:

Research on Junior Middle School PE TeachersImpedance Based on Grounded Theory

作者:

赵进1; 孙思思2; 张皓1

(1.江苏师范大学体育学院,江苏 徐州 221116 ;2.苏州工业园区星澄学校,江苏 苏州 215000 )

Author(s):

ZHAO Jin1; SUN Si-si2; ZHNAG Hao1

(1.School of Physical Education,Jiangsu Normal University,Xuzhou 221116,China2.Suzhou Industrial Park Xingcheng School,Suzhou 215000,China)

关键词:

扎根理论; 体育教师; 阻抗; 课程改革; 认知差异

Keywords:

grounded theory; PE teacher; impedance; curriculum reform; cognitive differences

分类号:

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DOI:

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文献标志码:

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摘要:

运用扎根理论，通过Nvivo11.0软件对体育教师访谈资料进行抽样、编码和质性分析，探索引起体育教师阻抗的影响因素。通过提炼核心要素，最终构建了4个树状节点和14个子节点。结果发现：学校体育内部因素和外部因素共同构成了体育教师阻抗的影响因素，其中学校体育内部因素的影响大于外部因素。学校体育内部因素由教育教学因素、教师个人因素2个树状节点构成，外部因素则包括课程标准因素、教师专业发展条件2个树状节点。按照影响程度的不同对子节点进行排序，教育教学因素包括体育中考压力、学生体育能力弱、学校领导不重视、场地器材不足、课堂安全问题子节点；教师个人因素包括教师曲解课标、老教师墨守成规、教师职业倦怠子节点；课程标准因素包括“课标要求高”“课改不切实际”“课标内容笼统”子节点；教师专业发展条件因素包括教研员的配备与职业素养、教师培训力度不足、培训专家观点不一子节点。教师对于课程标准的不满实则是由教师执教能力与课程标准要求之间的差距造成的。随着课程改革的进展，这些子节点背后有更为现实的原因和深层的内涵，子节点在职称属性和年龄属性方面也具有差异性。

Abstract:

Based on the Grounded Theory，Nvivo11.0 software used，the interview data from PE teachers were sampled，coded and qualitative analysis and the influencing factors of PE teachers’ impedance were explored.Four tree nodes and 14 sub -nodes were eventually constructed by extracting the core elements.The results showed：the internal and external factors of school physical education jointly constitute the influencing factors of PE teachers’impedance，and the internal factors have much more great effect than the external ones.The internal factors consist of two nodes of：teaching and teacher individual，while the external factors include notes of course standard factor and PE teachers’ professional development condition.Furthermore ，teaching factors include five sub-nodes of：pressure of PE examination，weak physical ability of students，and neglect from school leaders，insufficient field equipment，and class safety problems.The personal teacher’s factors include teachers’ misinterpretation of the curriculum standards ，conservativeness of the aged teachers，and the job burnout of PE teachers.The course standard factors include course standard high requirements，unrealistic course reform and general content of course standard.The teachers’ professional development factors include the instructors and researchers ’ allocation and professional quality ，lack of teacher training intensity，and differing views of training experts.Teachers’dissatisfaction with the curriculum standard was actually caused by the gap between the teaching ability and the curriculum standard.And with the development of curriculum reform，there are more realistic reasons and deep connotation behind these sub-nodes，which also have differences in the attributes of job title and age.

参考文献/References:

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更新日期/Last Update: 2020-01-09