中小学体育教师课程价值取向的认知及培育

On Perception and Cultivation of Curriculum Value Orientation of Physical Education Teachers in Primary and Secondary Schools

基于全国14个省份及直辖市体育教师课程价值取向的问卷调查数据,从任教阶段、年龄、学历等不同维度考察我国中小学体育教师课程价值取向的差异现状。结果显示:总体而言,中小学体育教师对生态整合取向的认同度最高,但也不排斥其他五种取向,表明我国中小学体育教师课程价值观呈现出课程后设取向的特点;不同任教阶段、年龄、学历的中小学体育教师在对不同课程价值取向的认同上存在着差异,表明任教阶段、年龄、学历等均在不同程度上影响着中小学体育教师的课程价值取向。基于研究结论,为促进中小学体育教师课程价值观的发展,需要实现课程价值取向由单一重叠向多元一体转变,课程评价机制由工具理性向文化认知转变,教师专业发展角色由权威响应者向价值共享者转变。

The questionnaire survey is about curriculum value orientation of physical education teachers in 14 provinces and municipalities, which examines differences in the status quo of curriculum value orientation of physi- cal education teachers in primary and secondary schools from different latitudes such as teaching stage, age, educational background, etc. Results are as follows ： the primary and secondary school teachers give high degree of agreement with the ecological orientation, but do not reject the other five orientations. It has indicated that curriculum value orientation of physical education teachers in China＇ s primary and secondary schools has established the characteristics of ＂setting up after the course orientation＂; primary and secondary school physical education teachers of different teaching stage, age, educational background have different recognition of different curriculum value orientation, which shows that teaching stage, age and educational background affect their curriculum value orientation in different degrees. According to the research, in order ＇to improve the development of curriculum value orientation of primary and secondary physical education teachers, curriculum value orientation should transform from simplification to diversification; the evaluation mechanism should transform from academic rationalism to cultural cognition; the role of teachers＇ professional development should transform from the authority responder to value sharer.