【作者】 宋强；

【导师】 何敏学；

【作者基本信息】 辽宁师范大学 ， 体育教育训练学， 2014， 博士

【摘要】 我国特殊教育理论与实践的发展越来越全面，体育课程改革也越来越深入，体育在特殊教育学校肩负着越来越重要的教育职能，有效提升特殊教育体育教师的整体素质和水平是充分发挥体育综合教育功能的重要保障。运用分层抽样法在全国范围内抽取92所特殊教育学校的体育教师189名，样本分布涵盖了我国30个省、直辖市和自治区。全面了解特殊教育学校在校生基本信息、特殊教育学校体育综合教学情况、特殊教育体育教师的基本信息、教学工作方面情况、教研与科研情况、职前培养情况、入职培训情况、在职培训现状与在职培训内容及培训时间等方面需求以及特殊教育体育教师对职业的态度和特殊教育体育教师专业发展的影响因素等。基于对特殊教育体育教师专业化现状的系统分析，依据《特殊教育提升计划》等国家近年发布的重要相关政策的指导方针和规划，探索适合我国特殊教育发展的特殊教育体育教师专业化提升途径。研究结果表明，我国特殊教育体育师资队伍整体学历层次和职称层级有较大提升，专业化发展的起点相对较高。特殊教育体育师资队伍有向低年龄化发展的态势，专业化发展的潜力较大。我国特殊教育体育教师的专业化进程明显滞后，突出表现在特殊教育学校兼职体育教师的比例相对过高，部分专任体育教师没有学过体育类的专业，绝大多数体育教师尚没接受过特殊教育的相关专业训练，特殊教育方面的专业综合素质仍有待强化和提升。综合分析得出，我国特殊教育及特殊体育相对较晚起步是导致特殊教育体育教师专业化滞后的历史原因；特殊教育专业体育师资培养系统尚不够健全、职前的专业性培养和职后的针对性培训与特殊教育的发展不相适应是特殊教育体育教师专业化滞后的体制原因；特殊教育学校的场地器材等体育硬件条件落后、体育经费投入有限、特殊教育体育教师综合任务量偏大而工资待遇相对偏低、政府及管理部门重视不够、特殊教育体育研究缺少研究交流平台和必要的政策扶持是特殊教育体育教师专业化滞后的管理原因。当前我国特殊教育体育教师专业化发展的重要途径是完善特殊教育体育教师职前培养体制、尽快建立特殊教育体育教师资质准入制度、全面实施特殊教育体育教师职前培养和职后培训一体化发展。更多还原

【Abstract】 The development of special education is more comprehensive in theoryand practice, and the PE curriculum reform is more in-depth. PE is playing anincreasingly important educational function in special education school. Toeffectively improve PE teachers’ quality in special education school is thekey safeguard of fully integrating educational functions of PE. The surveyincludes189PE teachers in92special education schools by using stratifiedsampling method, and the sample’ distribution covers30provinces in China.The survey offers comprehensive understanding of students and PE teachers’basic information, PE teaching overall situation, PE teachers’ workingsituation, scientific research status, the professional training duringpre-service, new recruit and in-service period, in-service professionaltraining content and training time and other aspects of demand, career attitudesand the factors of professional development. Explore the pathways which couldenhance PE teachers’ specialization, based on the current specialized analysisfor PE teachers, the guidelines and policies such as “special educationenhancement program” which from government. The results show that PE teachers’education levels and teacher titles have greatly improved. The starting pointfor professional development is relatively high. The average age of PE teachersis getting younger, which brings more potential for professional development.The PE teachers’ specialization process has lagged in special education schools,for the reasons that the proportion of part-time PE teachers is relatively higher,some PE teachers did not learn of the professional sports knowledge and skills,most PE teachers still have not received professional training related specialeducation, professional comprehensive quality of special education remains tobe strengthened and improved. Comprehensive analysis shows that the historicalreason is special education and special sports start relatively late; specialeducation PE teachers’ professional training system is still not perfect, theinstitutional reason is pre-professional training and in-work development isincompatible with special education development; the administrative reasons arePE equipments and venues are old, PE funding is limited, PE teachers integratedtoo many works but got relatively low amount of wages, government and managementdepartment paid insufficient attention, special PE is lack of research platformand necessary stand-by. The best way for special PE teachers’ specializationinclude to improve the professional training system, to establish thequalification access system as soon as possible, to integrated thepre-professional training and in-work training.更多还原