Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

Using Teacher Goal Boards to Promote Healthy Eating and Physical Activity among Elementary Students

Background: The purpose of this study was to explore the feasibility and understand the potential impact on elementary students’ perceptions of, and intentions related to, healthy eating and physical activity when their classroom teacher sets and shares goals related to these health behaviors. Methods: Participants in this study included 16 teachers and 229 students of grades 3 - 6 at a large elementary school in the Western United States. Participating students were surveyed before and after a six-week intervention conducted by classroom teachers that consisted of a weekly displaying of Teacher Goal Boards in a prominent classroom location and sharing of goals set for the week. Teacher reports of the previous week’s goals occurred each Monday prior to sharing and posting of new goals for the new week. Results: Respondents reported significantly higher post-test values for over half of pre-post comparisons. Respondents were more likely to intend to be physically active (post = 52.6% vs. pre = 39.0%, p = 0.003), to eat nutritious foods (52.0% vs. 36.4%, p = 0.001), and to maintain a healthy body weight (62.8% vs. 52.2%, p = 0.022). Similar results were found for summary measures. Intention to be physically active, to eat healthy, to maintain a healthy weight, as well as descriptive norms for physical activity and perception and value of personal health behaviors were all significantly higher at post-test. Discussion: This study and its findings are significant because teacher participants were able to significantly and positively impact on students’ behavioral intent, subjective norms, and perception and value of personal health behaviors amongst students without spending additional time on formal health promotion and education instruction. Conclusion: Schools should incentivize and encourage faculty and staff to engage in a variety of health behaviors to improve both personal health outcomes and role model health behaviors for students.

Views of Parents and Teachers on Ways to Improve the Primary School’s Response to Children with Chronic Diseases

Many children with chronic diseases attend regular classes in public elementary schools,and their various needs are becoming a great challenge for the school and the educational system.Parents and teachers have the care giving responsibility for these children,but they do not always have the support or the means to meet those needs.Therefore,the school faces significant difficulties in responding to the challenge of attending to students with chronic diseases.This study’s purpose is to assess,through an exploratory approach,the opinions of parents and teachers regarding what they consider to be the basic needs of the school to improve its response to the challenge of chronic diseases.Our methodology is qualitative,and we conducted interviews with 28 parents and teachers during the school year 2019-2020.We analyzed our data by applying the Thematic Content Analysis method.According to our findings,parents and teachers believe that if the teachers receive proper training on chronic diseases and specialists are integrated into schools,the response to the challenge will improve dramatically.

Assessment of Personality Traits of Physical Education Teachers

The purpose of this study is to examine the relationship between the personality traits of physical education teachers working in secondary schools in Istanbul. The research was conducted in accordance with screening model. The research group is formed by physical education teachers who are working in public and private secondary schools which are connected to the Ministry of National Education in Istanbul in 2012-2013 academic years. Among the participants, 36.8% is formed by female physical education teachers, and 63.2% is formed by male physical education teachers. PERI （personality inventory） short form is used. PERI is formed by five subcomponents： openness to experience, sense of responsibility, extroversion, coherence and emotional stability. Assessment instrument was applied to participants with the face-to-face technique by the researcher. Findings were obtained by using T Test, Kruskal-Wallis Test and Mann-Whitney U Test in the analysis of research data. Consequently, it is understood that physical education teachers had low scores on emotional stability personality traits and so they were not adequate. In openness to experience, extroversion, coherence and sense of responsibility subcomponents, it is understood that they had higher scores and they were adequate. Besides, there is no significant difference found between gender, school type and years of service variables and personality traits （P 〈 0.05）.

Chinese Upper Elementary School Mathematics Teachers’Attitudes towards the Place and Value of Problematic Word Problems in Mathematics Education

Word problems play a crucial role in mathematics education.However,the authenticity of word problems is quite controversial.In terms of the necessity of realistic considerations to be taken into account in the solution process,word problems have been classified into two categories:standard word problems(S-items)and problematic word problems(P-items).S-items refer to those problems involving the straightforward application of one or more arithmetical operations with the given numbers,whereas P-items call for the use of real-world knowledge and real-life experience in the problem-solving process.This study aims to explore how Chinese upper elementary school mathematics teachers think of the place and value of P-items in the elementary mathematics curriculum.

Achieving Equity and Quality in Japanese Elementary Schools:Balancing the Roles of State,Teachers,and Students

The aim of this paper is to explore perspectives on equity,quality,motivation,and resilience by focusing in depth on the perspectives of educators in one small,semi-rural school in Japan.The paper is intended to provide rich,in-depth data and discussion as a way of providing insights from different perspectives into findings from large-scale international assessments.The two key questions addressed in the paper are,(1)How are equity and quality achieved and maintained in Japanese elementary schools?and(2)How are student motivation and resilience perceived and fostered in Japanese elementary schools?These questions are addressed through analysis of key official documents related to the questions,together with analysis of semi-structured interviews conducted with education professionals working in an elementary school.The paper will contribute to understanding the perspectives of teachers in a particular school context in Japan on the roles of state,teachers,and children themselves in the task of achieving and maintaining equity and quality in a high performing education system.

Exploring the Assignment of Elementary School Physical Education Homework from the Perspective of Home-School Cooperation

This research explores the impact of family-school collaboration on elementary school physical education homework completion. The study investigates the role of cooperation between families and schools in enhancing the completion rates of physical education homework among elementary school students. Data analysis reveals that a higher degree of collaboration is associated with increased homework completion rates. Furthermore, active family involvement and support significantly contribute to higher completion rates. The study also highlights the creation of a positive learning environment through collaboration, reducing student anxiety, and boosting self-esteem. Theoretical implications emphasize the enrichment of family education and cooperation theories, while practical implications suggest policy guidance and improvements in educational practices. The study underscores the importance of family-school collaboration in supporting students’ physical education and holistic development.

文化课教师助推青少年体育高质量发展的根本逻辑、制度困境及实现策略

文化课教师是发展青少年体育的责任主体之一,其赋有助推青少年体育高质量发展的天然使命和资源禀赋。研究认为,青少年体育和学校体育相关政策法规的整体推动、整体健康观念引领下人民对美好生活的殷切向往、为实现体育强国梦借鉴国外有益实践的积极行动,这些都进一步强化青少年体育发展对文化课教师的强烈需求。然而,正式制度建设与更新滞后,难以保障文化课教师参与学校体育工作的切实权益;非正式制度建设效力低微,不足以催发文化课教师的内在动力。据此,研究提出文化课教师助推青少年体育高质量发展的具体策略:推行“借体发挥”的跨学科教学,以学科文化涵养学生体育核心素养;共育校园体育文化,形成非正式学习空间内师生共在的课外体育制度;优化学校教育与学校体育政策法规,建立多元主体共同育人长效机制;祛除功利主义教育观念及行为,躬行体育化、生活化的教书育人实践。

新时代体育教师师德师风建设的维度表征、主要问题与推进路径

党的二十大报告明确提出,要“加强师德师风建设,培养高素质教师队伍,弘扬尊师重教社会风尚”,这为教师铸魂育人的角色定位提出了新时代的要求。学校体育是教育的重要组成部分,而体育教师的师德师风在落实学校体育目标过程中又发挥着关键作用。研究表明,新时代推进体育教师师德师风建设主要体现在四个维度:以德立身——体育教师应先正己;以德施教——体育教师应注重“以体育德”;以德立学——体育教师应严谨治学;以德育德——体育教师应积极化人。当前体育教师师德师风建设主要存在专业特色不够突出、失范行为红线有待廓清、落实载体虚化、评价体系有待健全等问题。未来推进体育教师师德师风建设的路径:做好体育教师师德师风建设顶层设计;开发体育教师师德师风的培训研修课程;坚持师德师风建设的底线思维与高标引领;以“课程思政”为重要载体落实体育教师师德师风建设;健全科学的体育教师师德师风评价体系。

新课标视域下义务教育中体育与健康课程改革的现实问题与实施策略

积极贯彻落实《义务教育体育与健康课程标准(2022年版)》新理念对促进中小学生健康成长、全面发展具有重要意义。新课标视域下,义务教育体育与健康课程目标指向核心素养,其应然表征为系统性、结构性、完整性、情境性。本文采用文献资料法、逻辑分析法等研究方法,以教学目标、教学内容、教学过程、教学情境为分析框架,探讨了义务教育体育与健康课程的现实问题,提出了义务教育体育与健康课程的实施策略。研究认为,义务教育体育与健康课程改革仍然面临教学目标宽泛化、教学内容应试化、教学过程静态化、教学情境虚无化等现实问题。据此,提出了新课标视域下义务教育体育与健康课程改革的实施策略:以核心素养为引领,达成教学目标共识;以破除应试体育为举措,合理设计教学内容;以动静结合为依托,加强教学过程管理;以情境链为逻辑主线,构建真实教学情境。

小学课后延时体育服务中体适能开展的困境与对策研究

该文运用文献资料、问卷调查、专家访谈和实地调研等方法,对小学课后延时服务中体适能课程开展的现状、困境进行研究,并提出对策。研究课后体育服务现状发现:课后服务中体育服务占比较低;体适能课程在课后体育服务中开展比重较大;课后体育服务规章制度较为完备;组织形式单一,场地限制较大;师资器材配备不足,教学资源匮乏等。体适能课程融入课后体育服务的困境:师资力量欠缺,服务水平受限;活动场地受限,抑制课程开展;主体支持程度不足,制约课程实施;经费补贴缺乏,限制服务条件;评价机制短板,制约服务推进;家校社联动机制不畅,影响实施效果。针对目前课后服务中体适能开展的现状及困境,提出增强师资力量、优化场地资源、加强主体重视、精准经费分配、完善评价体系、加强联动机制等优化措施。

小学教育专业毕业生数学教学胜任力研究——以江西省某本科师范院校为例

教学胜任力是衡量小学教育专业教育质量的重要指标。通过对毕业于地方性本科师范院校的小学数学教师调查发现,不同性别、不同年龄、不同教龄、不同学历、不同专业以及不同职称的数学教师教学胜任力水平存在差异,且总体发展水平一般。应通过构建科学的专业课程体系、落实教育见习和教育实习总要求、加强教师职后培训、提升教师职业追求等措施来提升小学数学教师教学胜任力的整体水平。

“强师计划”背景下我国体育教育专业发展面临的机遇、挑战及对策研究

“强师计划”的实施给体育教育专业蓬勃发展带来了历史性机遇,也对体育教育专业提出了新的能力要求。本文运用逻辑分析法与政策分析法,分析了在“强师计划”背景下体育教育专业发展所面临的挑战:体育教师资源配置不均、体育教师培训体系不完善、体育教育人才培养僵化、体育信息化能力不足。据此建议:优化体育教师资源配置、完善体育教师培训体系、优化体育教育人才培养、加强体育信息化建设。

师范专业认证视野下体育教育专业协同教研机理研究

体育教育专业协同教研由体育教育专业教师、在校大学生、中小学体育教师以及地方教研机构等多方互相协作共同开展。协同教研机理的研究有利于高校与地方行政部门和中小学建立稳定的协作关系,落实协同育人具体要求,形成“三位一体”育人机制,为培养高质量体育教育人才奠定基础。

韶关市中小学体育教师专业发展评估及培训需求

为提升体育教师的专业水平,做好相关培训服务,通过问卷调查和实地走访获取韶关市381名教师的调研资料,发现体育教师有工作量饱满、科研水平低、信息技术应用能力弱、开展健康知识教学能力不足,缺乏教学创新和学生教育能力等工作特征,呈现“高级职称者少、科研团队未形成、自我规划行动力低”的状态,而工作量大、职称晋升困难、培训机会少、校领导对体育的重视不足等是影响其职业倦怠和专业发展的主要因素。教师们参加培训的意愿强烈,期待骨干教师、学科带头人担任授课教师,开展以教学示范和交流学习等形式为主,注重教学实践与科研融合的培训。

教育数字化背景下体育教师转型的动因、挑战及应对

教育数字化共识促使学校体育数字化革新持续加速,意味着推进教育数字化背景下体育教师的转型,发展体育教师数字化教学能力成为时代所需。运用文献资料法、逻辑分析法对教育数字化背景下我国体育教师转型的动因、挑战及应对进行分析。认为,数字中国战略实现、学生数字素养培育、学校体育数字治理是促成教育数字化背景下体育教师转型的重要动因。但是,当下理念“认同感”淡薄、平台“落差感”凸显、制度“保障感”赢弱、育人“危机感”加强、成果“获得感”式微桎梏教育数字化背景下体育教师的转型。促成教育数字化背景下体育教师转型,需要从职前培训、政策设计、平台搭建、伦理遵守、成果应用维度精准化确定相关举措,从而为其转型的有效治理提供思路借鉴与参考。

中学体育特级教师专业发展阶段理论模型构建与启示

探析中学体育特级教师专业发展阶段,帮助中小学体育教师对标审视和准确把握自身所处阶段,赋能专业发展提质增效,助推新时代体育教师队伍高质量发展。基于文献资料调研、深度访谈、叙事分析等方法,以教师专业发展阶段理论和杜威经验哲学为指导,围绕中学体育特级教师专业发展阶段展开质性探究。发现:中学体育特级教师专业发展主要历经“适应期(1~5年)—稳定期(6~10年)—蜕变期(11~20年)—成熟期(21~30年)—超越期(>30年)”5个阶段,各阶段彼此独立又逐阶包含、有序深化,呈现进阶性、曲折性、转折性和关键性特征。据此构建中学体育特级教师专业发展阶段理论模型,并提出建议:普通中小学体育教师可以特级教师荣誉为目标引领,对标“五阶段”梳理发展脉络,明确专业进阶路线,及早定位专业突破口并培植专业生长点,同时握好转折和关键期,珍视阶段性关键人物与事件,认清并努力跨越专业发展前后半程的“两道坎”。

新课标视域下体育教师课标转化能力的实践作用及发展策略研究

运用文献资料、逻辑分析等研究方法,分析体育教师课标转化能力的内涵、实践作用及其内在形成机制与发展策略。研究认为:首先,体育教师课标转化能力是教师教学实践过程中对课标的内在心理认知与外在行为相互统一的状态。体育教师课标转化能力可以促进体育教师将课标要求贯穿教学过程始终,建立课标与体育教学实践间的联结关系,增强体育教师基于课标的教学能力。其次,研究从“理解课标—自我内化—教学预设—实践反思”4个方面揭示体育教师课标转化能力的形成机制:理解课标是教师课标转化能力的起点,自我内化是教师课标转化能力的保障,教学预设是教师课标转化能力形成的关键,实践反思是课标转化能力的完成。最后,提出体育教师课标转化能力发展策略:组建学习共同体促进体育教师对课标的认同和实践,赋予体育教师对课标进行教学实践转化的专业自主权,开展体育教师对课标进行教学实践转化的行动研究,强调体育教师课标转化自觉是转化能力培育的根本。

我国体育教师教育发展:历史脉络、演化特征与未来方略

运用文献资料、逻辑分析等方法,梳理我国体育教师教育发展的历史脉络、演化特征,并提出未来方略。历史脉络:初步形成时期、基本建成时期、中国特色体系形成时期。演化特征:制度层面的变迁受政治经济因素影响,理念层面由工具价值转向个人价值,形式层面实现自主性与一体性发展,内容层面表现为稳定继承与快速发展。未来方略:健全符合国情的制度,形成素养为纲的理念,打造合作共赢的形式,构建与时俱进的内容。

“双减”背景下义务教育阶段体育教师工作要求、工作资源对工作投入的影响

以工作要求-资源(JD-R)理论为基础,对594位义务教育阶段体育教师进行问卷调查,利用结构方程模型检验工作要求、工作资源、心理资本对工作投入的路径影响,同时利用多群组分析探究人口学变量的调节作用。结果表明:实施“双减”政策以来,体育教师的工作要求增加,工作资源和工作投入降低;工作要求正向影响工作投入,工作资源正向预测工作投入;心理资本在工作资源和工作投入之间起部分中介作用;性别、地区、学校类型的调节作用不显著,而年龄、学段、婚姻状况和学历显著调节心理资本在工作资源和工作投入之间的中介作用。研究认为,学校应根据体育教师的不同人口特征,在适当提高工作要求的同时,重点增加体育教师工作意义、硬件条件等工作资源,从而提升心理资本水平,促进其形成积极工作投入状态。