体育教师发展核心素养的结构探索：基于扎根理论的质性研究

来源:用户上传      作者:尹志华 付凌一 孙铭珠 刘皓晖 汪晓赞

　　摘 要：《关于全面深化课程改革落实立德树人根本任务的意见》提出要构建和培养“学生发展核心素养体系”，而培养学生发展核心素养的前提是教师要具备相应的发展核心素养。通过深度访谈38名不同类型体育教师，采用扎根理论研究方法，通过开放性编码、主轴性编a和选择性编码，构建新时代体育教师发展核心素养结构体系，并结合视频分析进行结构验证。结果表明：体育教师发展核心素养结构体系包含价值观念、必备品格、关键能力3个方面，制度观、职业观、学生观、体育人文底蕴、体育科学精神、体育品德、体育运动能力、体育课程领悟能力、体育教学实施能力、课外体育执行能力、体育教研能力、学习与反思能力等12个范畴，以及79条概念和307条语句。该结构以完整体系全面描述体育教师应具备的发展核心素养。
　　关 键 词：学校体育;体育教师;核心素养;扎根理论
　　中图分类号：G807 文献标志码：A 文章编号：1006-7116（2022）04-0104-08
　　Exploration on the structure of physical education teachers' development for
　　key competency： A qualitative study based on the grounded theory
　　YIN Zhihua1，2，FU Lingyi1，SUN Mingzhu3，LIU Haohui1，WANG Xiaozan1
　　（1.College of Physical Education and Health，East China Normal University，Shanghai 200241，China;
　　2.Postdoctoral mobile station of Physical Education，Tsinghua University，Beijing 100084，China;
　　3.Division of Physical Education，Shanghai University of Engineering Science，Shanghai 201620，China）
　　Abstract： "Opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of moral education" proposes to build and cultivate "students' development key competency system"， and the premise of cultivating students' development key competency is that teachers should have corresponding development key competency. In this study， 38 physical education teachers of different types were interviewed in depth， using the grounded theory research method， through open coding， principal axis coding and selective coding， it constructs the structural system of development key competencies of the new era of physical education teachers， and then the structure is verified by video analysis. The results show that the structure system of physical education teachers' development key competency includes three aspects： values， essential character and key ability. They are 12 categories： system view， professional view， student view， sports humanities， sports scientific spirit， sports morality， sports ability， physical education curriculum understanding ability， physical education teaching implementation ability， extracurricular sports implementation ability， physical education teaching and research ability， learning and reflective ability， as well as 79 concepts and 307 sentences. The three aspects and 12 categories of the structure all express different connotations， and it is a complete system and comprehensively describes the categories that physical education teachers should have.

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