A Comparative Study Of Primary P.E. Teacher's Professional Standards In China And In Japan

The 21st century is a century of fierce competition, and talent competition is the focus of it. Education development has also become an important index of the realization of national revival. School education, as the dominant force of education system, carries an important social responsibility. Specialization of teachers has currently become one of the most important features of education development, but compared with western countries with advanced education, Chinese primary school sports teacher's professional standards remain to be further improved.This research mainly utilizes the methods of literature, comparative analysis, logical analysis and other research methods to do the comparative study on the principles of China and Japan elementary school P.E. teachers professional standards, professional development stages and relevant legal provisions and their features. Combining domestic and foreign existing related researches in the two countries about teacher occupation standards, the study results show that:1.the professional standards established by Japanese have been embedded a series of core values and guiding ideology, and the principles of setting the standards. Compared with Japan, Chinese elementary school P.E. teachers don't have such kinds of principles and regulations, but in the long run development of school education, we have also formed some ideas about teachers' professional standards.2.At the stage of teachers' professional development, Japanese teachers have a continuous process, teachers should follow the three stages from the pre-service preparation stage, to the induction stage and then to the professional development stage. Among them, the professional development stage of teachers starts from their graduation stage, gradually to competent stage, mature stage and leadership stages. Teacher professional development in China can be divided into unspecialized stage - specialized stage professional stage, the three big stages.3.Japan enacts the law of Education Staff Qualification, implements the teacher certification system, regulates the types of teacher qualifications and the qualification standards of P.E. teachers, forms the mode with teacher qualification requirements melting and connecting with teachers' professional standards, which can enhance the social image and professional dignity of P.E. teachers, make their professional status get fundamental guarantee. Through revising "The Rule of Implementing TEACHER QUALIFICATION", "The Standards of Teachers and Education Institutions" and "The Standards of Evaluating Teachers Teaching Quality", China forms the evidences for teachers' professional standards.4.China elementary school P.E. teachers pay attention to "qualified professional" talent cultivation, and Japanese elementary school P.E. teachers follow the United States type, go "general" type of training mode.5.The characteristics of Japanese P.E. teachers' professional standards and curriculum arrangement mainly include:the lifelong sports specialty, leisure sports specialty, sports management and outdoor leisure specialties, etc.; in course structure, greatly improve the proportion of elective courses. China, in curriculum arrangement has the following characteristics:emphasis on theory and technology both, paying attention to the political thoughts education and quality education, emphasis on courses with tool features, increasing the proportion of elective courses, and keeping idea of "mastering many skills while specializing in one".Aiming at the problems, to perfect Chinese elementary school RE. teachers professional standards, the thesis offers some relevant suggestions: 1.perfecting the legal connotation and, innovating education system of teachers; 2.reconstructing the course structure of common framework and innovating RE. teachers "double majors" curriculum; 3.enhancing RE. teachers'professional education awareness and innovating education science curriculum system; 4.adding sports fitness care courses and innovating education system of sports health; 5.exploiting "skill" curriculum resources and innovating extra-curricular activities and school sports club system; 6.strengthening the practice and innovating the melting mechanism between RE. teachers curriculum "standardization" and "pluralism". Through comparing the elementary school RE. teachers professional standards in China and in Japan, and exploring the reasons leading to the differences between them, the thesis does the study to find some references for China making elementary school RE. teachers professional standards and to find some supports for the deepening reform of Chinese elementary school RE. teaching.