文化适应理论视域下中学体育教师课程改革适应及过程研究

The Adaptation And Process of PE Teacher in the Curriculum Reform on the Perspective of Cultural Adaptation Theory

体育教师对课程改革是否适应是课程改革稳步实施并进一步深化的关键。采用质性研究方法对中学体育教师课程改革适应状况及过程进行了研究。通过对44名初中体育教师的深度访谈,基于文化适应理论,对体育教师在情感体验、观念认知、教学行为维度的不同描述进行编码,把体育教师课程改革适应分为适应、比较适应(被动跟随)、不适应(消极阻抗)三大情形。体育教师总体适应状况良好。适应过程呈现较多类型,主要有阶梯型、N型、V字型、倒V字型、U型等。适应型体育教师在各维度表现得较为积极;比较适应的体育教师认知能力不足或者具备适应的能力,但适应的意愿不够强烈;不适应的体育教师阻抗情绪较为明显,主要集中在老教师群体。适应维度方面呈两极分化状态,且出现了认知、情感和行为适应顺序的倒置现象。影响体育教师课程改革适应的主观方面因素主要有:既往教学经验模式的干预、对课程改革的理解与认知、应对课程改革的能力和意愿等;客观因素主要涉及课程改革中的现实问题,包括专业专职教研员缺位导致的体育教师缺乏引导、中招体育加试压力、体育教学安全以及场地器材不足等问题。

The adaptation in the curriculum reform of PE teacher is the key to the implementation of the curriculum,and also an important aspect to reflect the success or failure of the curriculum reform.Based on the theory of cultural adaptation,this paper discussed the adaptation and process of middle school PE teachers in the curriculum reform by qualitative research method.Through in-depth interviews of 44 junior high school PE teachers,according to the PE teachers'description of different level in emotional experience,the concept of cognitive aspects,teaching behavior,the physical education teachers adaptability in curriculum reform was divided into three situations:adaptive,passive follow(less adaptive),negative impedance(nonadaptive).Adaptive process exhibits more types due to individual differences,mainly have the ladder type,N,V,inverted V type,U type,etc.,and each type has different stages of development.Adaptive physical education teachers were more active in all aspects;The less adaptive PE teachers had the ability to adapt,but their willingness to adapt is not strong enough;The nonadaptive PE teachers are obvious resistance and impedance,mainly concentrated in the old teachers'groups.The subjective factors influencing the adaptation of PE teachers'in curriculum reform were:the intervention of previous teaching experience mode,understanding and cognition of curriculum reform,and the learning ability of course reform.The objective factors were PE teacher's professional development environment and the practical problems existing in curriculum reform,including the fracture of three-level curriculum management,the pressure of senior high school entrance examination of PE,teaching safety problems and lack of space equipment,etc.