中学体育教师对教学自主性认识的研究

On High-School PE Teachers' Cognition of Initiative Teaching

采用"质"的研究方法,对100名体育教师进行教学自主性认识的问卷调查和研究,从内隐的角度了解基层体育教师对教学自主性的认识。结果表明:1)教师对教学自主性认识与教学年限、学校环境、教师自身素质等相关,与学历和性别不相关;2)中学体育教师对教学自主性的认识与教师的归因方式有关;3)教师认为关注、尊重学生,以"学生为中心"的教学是教学改革的必然结果,但不能忽视教师的作用;4)教师能比较客观评价自己的教学和学生的学习,认同与专家、同行探讨教学对个人成长的帮助;5)中学体育教师有较强的自我认识、自我评价能力。

100 PE teachers are tested by means of questionnaire and investigation on their cognition of initiative teaching so as to learn their understanding of initiative teaching as grassroots teachers. The results show that 1) teachers' cognition of initiative teaching is related with their teaching duration, school environment and teachers' quality but not related with their academic degrees and genders. 2) teachers' cognition of initiative teaching is related with their attributing ways; 3) the teachers think respecting and paying attention to students and student-oriented teaching is a necessary result of teaching reforms, but teachers' role can't be ignored; 4) teachers can appraise their teaching and students' study, recognize teaching discussions with experts and colleagues helps their personal achievements; 5) PE teachers at high schools have strong abilities of self-recognition and self-appraisal.