The Study On The School-Based Training Of Physical Education Teachers In The Primary And Secondary School In Rural In Huanggang Area

This study mainly applys the following methods:documentation method, investigation method, data statistics method and logic analysis method. In this paper, the writer sets forth three key aspects:firstly, statement of the basic conditions of physical education teachers and school-based training for physical education teachers in the rural primary and secondary schools in Huanggang area; secondly, presentation of the main problems currently existing in the school-based training for physical education teachers in the rural primary and secondary schools in Huanggang area; lastly, corresponding conclusions and suggestions for school-based training for physical education teachers in rural primary and secondary schools in Huanggang area based on the main problems.Conclusions of this Study:1. The structures, including age, teaching age, education backgrounds and positional titles, etc. of the physical education teachers in rural primary and secondary school in Huanggang area are basically rational. However, in terms of gender, it is not so rational. This is mainly represented by the fact that there are excessively more male physical education teachers than female physical education teachers in the rural primary and secondary schools in Huanggang area, which doesn’t meet the teachers’gender structure requirements proposed by the government. Therefore, appropriate measures should be taken to increase the number of female physical education teachers.2. The physical education teachers don’t have a comprehensive understanding of school-based training. It is mainly reflected in the following aspect: we can still find the traditional on-the-job training mode of physical education teachers in rural primary and secondary schools, that is to say, the school-based training for physical education teachers is much more focused on the professional knowledge of educational theory than that of physical education, etc.3. Lack of fund guarantee mechanism for school-based training for physical education teachers. It is mainly reflected in the fact that the fund investment of school-based training for physical education teachers is generally insufficient in rural areas with low fiscal revenue. Therefore, it is difficult to guarantee sufficient fund for school-based trainings for physical education teachers in most rural primary and secondary schools, and most physical education teachers even need to undertake the school-based training expenditure by themselves.4. The physical education teachers’ dominant roles are neglected in the contents and forms of school-based training. In terms of school-based training’s content, most physical education teachers hold the opinion that it only focuses on professional knowledge of educational theory, training on professional skills and research methods of physical education is absent. And in terms of school-based training’s forms, most physical education teachers think that it focuses much more on winter and summer vacation training than other training forms.5. The physical education teachers’ principal roles are neglected in the assessment of school-based training. It is mainly reflected by the fact that, in the rural primary and secondary schools, the assessment of school-based training for physical education teachers is usually conducted in a way that the physical education teachers can only be assessed by the schools, while they can’t assess schools.Suggestions of this Study:1. Understanding school-based training for physical education teachers systematically and comprehensively. Schools and teacher-training institutions should initiate physical education teachers into more basic knowledge on school-based training, thus the conduction of school-based training for physical education teachers will go more smoothly after the physical education teachers have a systematic and comprehensive understanding of school-based training.2. Optimizing the contents of school-based training for physical education teachers. Most physical education teachers think that much content of school-based training are superficial, nothing utility can be learnt. Enriching the forms of school-based training for physical education teachers. This will play a very important role in developing professional knowledge and skills of physical education for new and young physical education teachers. Teaching, assistance, leading and guiding.3. Conducting assessment of school-based training for physical education teachers scientifically. This consists of three aspects: first, mutual assessment between schools and teachers. Schools can collect teachers’opinions by interview, etc, so as to further improve the relative information of school-based training. Second, self-assessment and mutual assessment among teachers. Through self-assessment and mutual assessment, teachers will discover problems, identify orientations and obtain impetus. Third, students’ assessment on teachers. Schools can collect students’assessment result for their teachers through interview, etc., so as to further illustrate the effect of school-based training.