基于身份认同与主体性建构的体育教师专业发展模型研究.docVIP

基于身份认同与主体性建构的体育教师专业发展模型研究 　　摘 要：基于体育教师身份认同的原则和主体性建构的理念，通过形成机制探索、基本假设提出、构成要素分析等手段，构建有利于体育教师之间进行合作、交流、分享的专业化发展概念模型与实体模型。强化体育教师个体与群体层次的专业发展行为，为体育教师创设一种有利于专业参与和实践共享的专业发展方式，帮助体育教师从单向的专业知识获取向多维的专业观点会话、专业行为改进的方向发展，并将专业精神、专业知识与专业技能等体现体育教师专业素养的个性要素融入到专业发展过程中，加强新理念和群体智慧对体育教师专业发展的积极影响，形成有效的体育教师专业发展理论与实践体系。 　　关 键 词：学校体育；体育教师；专业发展模型；身份认同；主体性建构 　　中图分类号：G515.1 文献标志码：A 文章编号：1006-7116（2016）05-0093-07 　　Abstract： Based on the principle of physical education teacher identity recognition and the conception of subjectivity construction， by such means as formation mechanism exploration， basic assumption establishment and constituent element analysis etc， the author built a conceptual model and a physical model for professional development， which are conducive to cooperation， communication and sharing between physical education teachers. These models intensify physical education teacher professional development behaviors at the individual and collective levels， create a way of professional development conducive to professional participation and practical sharing， help physical education teachers develop in the direction from unidirectional professional knowledge acquisition to multidimensional professional view dialog and professional behavior improvement， blend personality elements such as professional spirit， professional knowledge and professional skills etc， which embody physical education teacher’s professional makings， into the process of professional development， intensify the positive effects of new conceptions and collective wisdom on physical education teacher professional development， and form an effective physical education teacher professional development theory and practice system. 　　Key words： school physical education；physical education teacher；professional development models；identity recognition；subjectivity construction 　　在学校教育领域，体育教师历来是一个具有特殊身份的群体。体育教师社会地位较低，周围“重要他人”（学生、学校领导、同事）对体育教师的认同度低于体育教师的自我认同度[1]。体育教师的自我身份认同是个体专业化发展的首要前提，也是影响其主体性建构专业发展的重要因素，涉及到体育教师对“我是教师