通过检索Web of Science^(TM)核心数据库相关文献,采用CiteSpace V知识图谱可视化研究工具进行文献计量分析,总结和梳理国外职前体育教师相关的研究热点与现实困境并提出对我国的启示。结果显示:国外职前体育教师研究正处于蓬勃发展的时...通过检索Web of Science^(TM)核心数据库相关文献,采用CiteSpace V知识图谱可视化研究工具进行文献计量分析,总结和梳理国外职前体育教师相关的研究热点与现实困境并提出对我国的启示。结果显示:国外职前体育教师研究正处于蓬勃发展的时期;美国是职前体育教师研究的“火车头”,其研究成果对其他国家和地区的研究起着重要的参考作用;职前体育教师社会化和体育教师教育是两大研究热点,包括职业社会化、学科知识体系、体育教学实践、职业及自我认知、体育教师反思、适应体育教师培养。高等院校体育教师培养方案内容单一、资金支持不足、专任教师精力分散等问题是全球职前体育教师培养所面临的共同困境。针对中国职前体育教师的发展现实,建议:着力推动体育教育专业学生的社会化过程及动机研究,践行职前体育教师教育质量高层次化发展,提倡教育实践中的反思与研究,探索适应体育教师培养模式。展开更多
本文分析了新课程标准对体育教师能力的新要求,包括跨学科整合能力、教学创新能力、科学评价能力和知识更新能力。同时,指出了体育教师专业发展面临的挑战,如知识结构更新不足、教学方法创新不够和科学评价能力不足。从教育神经科学视角...本文分析了新课程标准对体育教师能力的新要求,包括跨学科整合能力、教学创新能力、科学评价能力和知识更新能力。同时,指出了体育教师专业发展面临的挑战,如知识结构更新不足、教学方法创新不够和科学评价能力不足。从教育神经科学视角,讨论了教育神经科学引入体育教育中的证据基础,包括运动与脑发育、认知功能、个体差异、多感官学习、情境化学习及神经反馈技术等方面。最后,提出构建基于脑科学的体育教师培养体系、开发基于神经科学的体育教学策略和建立持续性的专业发展机制等实现路径。本研究旨在为体育教师专业发展提供科学指导,以适应新时代教育改革的需求。This study analyzes the new requirements for physical education teachers' competencies as stipulated by the revised curriculum standards. These requirements encompass interdisciplinary integration skills, pedagogical innovation capabilities, scientific assessment proficiencies, and knowledge renewal aptitudes. Concurrently, the study elucidates the challenges confronting the professional development of physical education teachers, including inadequate updating of knowledge structures, insufficient innovation in teaching methodologies, and deficiencies in scientific evaluation competencies. The paper also points out the challenges faced in the professional development of physical education teachers, such as insufficient knowledge structure renewal, lack of teaching method innovation, and inadequate scientific evaluation ability. Furthermore, it discusses the application of educational neuroscience in physical education, including the relationship between exercise and brain development, cognitive functions, individual differences, multisensory learning, contextualized learning, and the application of neurofeedback technology. Finally, it proposes implementation paths such as constructing a brain-science-based teacher training system, developing neuroscientifically informed teaching strategies, and establishing sustainable professional development mechanisms. This study aims to provide scientific guidance for the professional development of physical education teachers to adapt to the needs of the new era of educational reform.展开更多
文摘通过检索Web of Science^(TM)核心数据库相关文献,采用CiteSpace V知识图谱可视化研究工具进行文献计量分析,总结和梳理国外职前体育教师相关的研究热点与现实困境并提出对我国的启示。结果显示:国外职前体育教师研究正处于蓬勃发展的时期;美国是职前体育教师研究的“火车头”,其研究成果对其他国家和地区的研究起着重要的参考作用;职前体育教师社会化和体育教师教育是两大研究热点,包括职业社会化、学科知识体系、体育教学实践、职业及自我认知、体育教师反思、适应体育教师培养。高等院校体育教师培养方案内容单一、资金支持不足、专任教师精力分散等问题是全球职前体育教师培养所面临的共同困境。针对中国职前体育教师的发展现实,建议:着力推动体育教育专业学生的社会化过程及动机研究,践行职前体育教师教育质量高层次化发展,提倡教育实践中的反思与研究,探索适应体育教师培养模式。
文摘本文分析了新课程标准对体育教师能力的新要求,包括跨学科整合能力、教学创新能力、科学评价能力和知识更新能力。同时,指出了体育教师专业发展面临的挑战,如知识结构更新不足、教学方法创新不够和科学评价能力不足。从教育神经科学视角,讨论了教育神经科学引入体育教育中的证据基础,包括运动与脑发育、认知功能、个体差异、多感官学习、情境化学习及神经反馈技术等方面。最后,提出构建基于脑科学的体育教师培养体系、开发基于神经科学的体育教学策略和建立持续性的专业发展机制等实现路径。本研究旨在为体育教师专业发展提供科学指导,以适应新时代教育改革的需求。This study analyzes the new requirements for physical education teachers' competencies as stipulated by the revised curriculum standards. These requirements encompass interdisciplinary integration skills, pedagogical innovation capabilities, scientific assessment proficiencies, and knowledge renewal aptitudes. Concurrently, the study elucidates the challenges confronting the professional development of physical education teachers, including inadequate updating of knowledge structures, insufficient innovation in teaching methodologies, and deficiencies in scientific evaluation competencies. The paper also points out the challenges faced in the professional development of physical education teachers, such as insufficient knowledge structure renewal, lack of teaching method innovation, and inadequate scientific evaluation ability. Furthermore, it discusses the application of educational neuroscience in physical education, including the relationship between exercise and brain development, cognitive functions, individual differences, multisensory learning, contextualized learning, and the application of neurofeedback technology. Finally, it proposes implementation paths such as constructing a brain-science-based teacher training system, developing neuroscientifically informed teaching strategies, and establishing sustainable professional development mechanisms. This study aims to provide scientific guidance for the professional development of physical education teachers to adapt to the needs of the new era of educational reform.
