| It has been 100 years since the technical courses become formal curriculum of normal colleges and universities. However, by far, the teaching of technical courses is still the traditional teaching model which only teaches the movement skills. As a result, the knowledge structure and teaching ability development of pre-service physical education teachers have been challenged, and the slow pace of technical courses teaching reform already restrict and affect the professional development of pre-service physical education teachers. Where does that leave the technical courses teaching reform? This study attempts to connect PCK (Pedagogical Content Knowledge) and PC A (Pedagogical Content Ability), and takes PCK as the perspective of technical courses teaching reform. Our goal is to seek the development of PCK and PC A of pre-service physical education teachers through technical courses teaching reform, and make contributions for pre-service teachers to achieve the goal of "learn to teaching".We adopt the method of combining theoretic study with practicing study and qualitative study with quantitative study, and study the following issues:first, adopt the method of logical thinking to clarify the basic problems of epistemology and axiology, and the basic problems of the target, content, method, evaluation. The problem of "why and how to carry out the technical courses teaching reform" has been considered from theory; Next, based on the practicing study on the present situation and the value of technical courses teaching and the P-PE-PCK (Pre-Service Physical Education Teachers’Pedagogical Content Knowledge), we review on the realistic necessity of technical courses teaching reform. In practicing study, we firstly interview 6 teachers in 2 normal colleges and universities, and develop questionnaire survey taken from 300 P.E. students of 5 colleges and universities, which further investigate to technical courses teaching situation and existing problems; Secondly, we study the problem of P-PE-PCK through the preparation method, questionnaire investigation and questionnaire survey method based on video, the data of which come from 24 P.E. students of the 2 colleges.300 P.E. students of 5 colleges and universities and 300 P.E. students of 2 normal colleges and universities, respectively. Based on these studies, we use triangulative methord to understand the constituent elements, sources, grade, gender differences and school differences of P-PE-PCK. Thirdly, through interviewing six teachers of 2 normal colleges and universities and six P.E. students, we use the grounded theory to prove the " relationship between sports technology and the teaching ability ", and to clarify the value of technical courses teaching; Finally, in order to answer the question of "how to reform" from the view of practice, we examine the effectiveness and feasibility of the "participatory PBL teaching mode" through the experiment research. In experimental research, we respectively carry out 1 exploratory teaching experiment and 2 verification teaching experiment through tennis, football course in 2 normal universities, and in order to explore the effectiveness and feasibility of " the model of the football major students carrying on educational practice in public P.E class", we carry out an exploratory teaching experiment. All this provide the practical basis and data support for "technical course teaching inside and outside reform"; Finally, the research content and the shortcomings are summarized and reflected, and outlook on the future research.Through the above theoretical research and empirical research, the conclusion is as follows:1. Build the basic theory system of "the practice orientation" and the basic theoretical system of "problem orientation"The "practice orientation" basic theory system shows:the "knowledge entity" of technical course teaching is the movement technology, and the knowledge of its type is "practical knowledge"; Learners need take themselves as the teaching participants to practice and experience so as to achieve "meaningful learning" of the movement technology; Teachers should build "learning field" which is "equality, cooperation, dialogue, practice and reflection" to ensure that students have the opportunities to experience the movement technology teaching, and guide them thinking about the problem of "how to teach"; Movement skills or education curriculum knowledge cannot be enough to support teaching. When the two kinds of knowledge and other knowledge used in the teaching practice and combined to formation of PCK, the PCA also develops. Teaching is a process that teachers use their knowledge to solve the problem of all kinds of teaching. So the subject teaching problem solving ability is the intervening variable between PCK and PCA. The value of technical course teaching and learning should get out of the "tool rationality", and should not be limited to the improvement of movement skills and the obtaining of demonstrate ability. They should pursue for a wider teaching significance of movement technology, and these meaning also need obtain through continuous introspection in the teaching practice and experience.The "problem orientation" basic theoretical system shows:the goal of technical courses teaching should change from the improvement of technology and the development of general teaching ability to the development of PCA. The content selection of technical courses teaching should insist on the principle of appropriate, frontier and basic principle, professional and integrated principle. The content organizations should use the "problem" strategy, and draw lessons from problem stent or 3C3R model to design practical teaching problems. The traditional teaching method has the utilitarian tendency, and faces the trap of effectiveness. The absence of modernity is the current difficulty of teaching method. So the direction of the modernization of teaching method and effectiveness problems should be asked. The traditional assessment of "technical review and standard" is an evaluation which has no "contextualization". The authentic evaluation can be the teaching evaluation to evaluate P.E. students’teaching ability. The traditional technology-teaching model should be given up, and "participatory PBL teaching model" has realistic necessity and theoretical basis.2. Reveal the real problem of the technical courses teaching, the reality of P-PE-PCK, and improve the value of technical courses teaching.Firstly, the technical courses teaching is faced with "normal problems" and "abnormal problems"." The normal problems" is that the teaching mainly revolves around the goal of sports skills from teaching method to evaluation. Teaching method is still "explain, demonstrate and practice", and teaching evaluation is still "technical review and standard". "Abnormal problems" have three aspects. One is shown up as "model of preparing the lesson", which namely teachers generally won’t go to prepare each lesson every day because of teaching experience, personal energy, they will do some modification according to the previous lesson plans. And they have already known about what and how to teach each time in each stage, they will teach according to their own teaching experience for many years more than plan. Second, there exist the assessment distortion problem in teaching assessment, which is "teachers artificially reducing the assessment standard". The problem is mainly influenced by "the students’level, teachers stress, and teacher attitude" and so on. The third is that teachers have a lot of "helpless" feelings and the "helpless" feelings come from "the difficulties that teachers said, teaching bottleneck, and the negative mood that caused by the teaching schedule disruptions or student learning enthusiasm.Second, the P-PE-PCK development presents the differences in gender, grade, school, and the overall situation is not optimistic. First of all, we prove the structural elements of P-PE-PCK for the first time. P-PE-PCK is made up of "sports subject content knowledge, the students’ knowledge and teaching strategies knowledge, knowledge of the teaching evaluation, teaching environment safety knowledge, sports teaching goal knowledge ".Among them, the "knowledge of teaching strategy" is the most important part, which can represent the level of P-PE-PCK. Second, the vast majority of P-PE-PCK and the overall situation are at the level of "general or limited understanding PCK". On the whole, the overall situation is not optimistic. The various dimensions knowledge of P-PE-PCK derive from nine aspects, which is the technical courses learning experience, education practice and reflection, personal life experience, personal practice experience, personal reflection and summarizing, reading professional books and periodicals, theoretical courses study, experience as a primary and secondary school students and classroom observation". Among them, the "technical courses learning experience" is still the main source of P-PE-PCK. Each dimension knowledge of P-PE-PCK shows a certain grade difference. There is no difference between "985,211" university and normal college, but there are differences between comprehensive university and the normal colleges and universities, and the normal universities are better. In terms of gender, there are differences between boys and girls in every dimension of PCK and overall PCK. and girls’PCK is higher than boys’on average.Third, the value of technical courses teaching shows up as "technology understanding". The value orientation of traditional technical courses teaching is "technology memory". In this case, what teachers and students pursue is the consolidated and skilled of movement technology. By grounded theory, we put forward for the first time the concept of "technology understanding ", and form two grounded theory. The first is that "technology understanding" can be divided into memory understanding and creative understanding according to the degree of understanding. The memory understanding shows up as mastering movement technology, and creative understanding embodies in refining teaching significance of movement technology, which embodies in " the cognition of sports technology itself, the cognition about sports technology value, the cognition about the technology level of the student, the cognition about the students’ awareness of understanding sports technology, the cognition about safety teaching, and the cognition about sports technology teaching strategy" and so on; The second is that different levels of technology understanding has a different meaning for teaching. First, you cannot teach if you have no technology; Second, only memory understanding is not enough to teach; Finally, when the technology understanding achieve the creative understanding, then you can teach. There have many ways to enhance technical understanding, such as "teacher’s teaching, students’teaching practice, the understanding and summary, practice, classroom observation and book knowledge learning", etc.3. Confirmed that the practice affection of "participatory PBL teaching model".First, the problem-based teaching content organization strategy and teaching method is of feasibility. Technical courses teaching content can be presented in a form of problem-based form, and these problems can be solved in the form of an individual or a group. These approaches have been proved to be feasible by the football and tennis teaching experiments. A key point here is that on the one hand, the problems of the teaching content can be arranged before class, also can be generated according to the teaching situation; Problems of teaching content, on the other hand, can also be a task, such as the assignments that students who participate in next class need to prepare before class, as well as the students need to complete the design of innovative practice way. These are both the teaching problems of "how to teach", and the assigned tasks of giving each group.Second, it is feasible to adopt the "simulative teaching" for teaching ability examination. "Simulative teaching" can be divided into "personal simulation teaching" and "group simulation teaching", which can be evaluated by P.E. students teaching ability assessing rubrics based on observation. Teaching experiments show that in order to save time, the movement skill assessment and the teaching ability assessment can be assessed at the same time.Third, "participatory PBL teaching model" has a certain potential replication. First of all, football and tennis teaching experiment results confirmed that the teaching model have more effect on developing students’sports technology, PCK and discipline teaching ability compared with traditional teaching, and that is the reflection on its internal validity; Meanwhile, the internal validity also reflect that the teaching model has a good external validity; Another potential replication support is that the feasibility of the PBL teaching method and the teaching ability assessment has also been confirmed.4. Expand the new way of developing students’teaching ability, which is the "education practice model of the students who have some special sports skill teaching in public physical education class".Currently, the common problem of the technical courses teaching and education practice is that students have less teaching practice opportunity, but the model above provides an idea to solve this problem. And the model still provides thought source and practice preparation. The teaching experiment shows that the model has a certain effect on developing not only "the students’knowledge and the teaching strategy knowledge", but the teaching ability. More importantly, normal colleges and universities can use public physical education class as the education practice base. The professional teacher or the public physical education class teacher can undertake the practice guidance teachers. As a result, the real experience opportunity will increase obviously. From the point of reality, the education practice model has certain feasibility:and it also should become the important supplementary education practice model. |
PDF Full Text Request