教师认同感的质性研究——以S市阳光体育课程的实施为例

Qualitative Research on the Teachers' Sense of Identity——Taking the Curriculum Implementation of Sunshine Physical Education in S City as An Example

为了解高中体育教师对阳光体育课程实施的认同感,以S市三所公办学校的15位高中体育教师为研究对象,进行深度访谈及质性分析。研究发现:高中体育教师阳光体育课程实施认同感聚焦在认知理念、情感倾向、行为/行为意向三个维度,各维度下共包括18个子维度;三个核心编码紧密相连,协调一致,相互影响,互为因果;高中体育教师对阳光体育课程实施总体认同感高,但不同学校教师理念有差异,阳光体育课程落实存在阻力,实施不尽如人意;对阳光体育课程实施的认同感存在矛盾性、复杂性、不均衡性和片面性的特点,教师关注校内和校外支持,也期待能从这两方面进行改革。

In order to know the high school physical teachers’ the sense of identity about Sunshine Physical curriculum implementation, selecting three public school teachers in S city, conducting in-depth interviews and qualitative analysis of the 15 teachers. The study founds： （1） the high school physical teachers＇ sense of identity is focused on the three dimensions of cognitive theory, emotional tendency, behavior and behavior intention, which includes 18 sub-dimensions. （2）three core codes are closely linked to each other, coherent, and reciprocal causation. （3） teachers; sunshine sports overall identity of high school teachers, but different ideas are different, there is resistance in the implementation of sunshine sports, the implementation is not satisfactory. （4） teachers＇ self-identity to sunshine sports sense of contradiction, complexity, imbalance and the one sidedness of the characteristics, teachers pay attention to internal and external support, but also look forward to reforming from the two aspects.