Reasearch On The Structure Of The Professional Quality Of Cheerleading Teachers In The Middle School Of Fuzhou

This research uses literature,questionnaire,interviews and mathematical statistics and other research methods,to be engaged in cheerleading teachers working in a survey of 52 middle school in Fuzhou City,from the analysis of teachers'professional knowledge,professional skills,professional emotion three.Analysis of the influencing factors of Fuzhou city middle school cheerleading teachers'professional quality,and find out the existing problems and puts forward the corresponding countermeasures.In order to provide some reference for the Fuzhou city middle school cheerleading teachers' quality structure improvement.The results are as follows:1 In the past three years,Fuzhou city middle school cheerleading is a booming trend,at present,the middle school cheerleading was significantly improved,schools cheerleading is mainly in the form of physical education,extracurricular activities,cheerleading team,interest classes,to carry out the project to ball dance cheerleading.But Fuzhou cheerleading carried out a short time,since 2014,Fuzhou City Bureau of Education organized two cheerleading training teachers,teachers' professional quality can not meet the learning needs of students for cheerleading,need to increase high school cheerleading teachers team construction.2 The characteristics of Cheerleading teachers' professional quality is reflected in the following:musical ability,teaching ability,teaching ability,basic hand action action execution ability,ability to create actions.3 The quality structure of Cheerleading teachers in secondary schools in Fuzhou needs to be further improved.In professional knowledge,most of the teachers are professional teachers get through short-term training cheerleading knowledge,the lack of understanding of cheerleading is rich,complete and comprehensive theoretical knowledge,but only at the action level.In professional skills,teachers' ability of error correction,teaching evaluation,teaching methods and action demonstration are better than training,competition,action creation,and the ability to choose music.In professional emotion,Fuzhou high school cheerleading teachers have a strong sense of self-development.Teachers generally think to enrich the cheerleading movement creation,formation,creation music selection and training methods,teaching methods and other aspects of knowledge;but ignore the importance of rules,referees and other theoretical knowledge,learning interest is relatively weak.4 Fuzhou city middle school cheerleading teachers to female teachers;on the age structure,the young teacher plays the main role;from the degree of structure,mainly to the overall education level of teachers in higher.Most of the teachers are two middle school teachers.The minimum length of Cheerleading teaching is six months,the maximum is ten years,and more than half of the cheerleading teachers are taught for less than two years.5 The grade of Cheerleading teachers,coaches and judges in Fuzhou middle school is different,and the number of teachers is uneven.In general,Fuzhou city middle school teachers coaches level,no coach level teachers occupy a certain proportion,need to continue to study hard,reduce levels of teachers and other teachers gap;the level difference is bigger,the highest level of national level three people,a referee has four,both Fuzhou city middle school cheerleading teachers in the existing high level referee teachers,but two grade,three grade,no level teachers accounted for most of proportion,and most of the teachers participate in cheerleading judging less experience,some teachers even without judging experience.6 Most of the cheerleading teachers in Fuzhou middle school have the experience of leading,and the teachers have led to participate in different levels of competition,the proportion reached 2/3,.Because the school cheerleading teachers participate in cheerleading activities and events,from different levels,leading to the school competition experience and teacher led experience there are also differences,among them,some teachers also have different levels of competition experience,team with rich experience.7 Fuzhou high school cheerleading teachers get cheerleading professional knowledge of the main channels for training courses,short-term learning can not meet the needs of teachers for professional knowledge.The teaching reference materials of teachers are mainly based on the video materials and teaching materials and instruction books on the official website,but the teachers have a strong sense of participation in the training courses and have high learning enthusiasm.8 Fuzhou middle school cheerleading teacher teaching ability is diversified.The teaching content is originated from the routine and demonstration routines,diverse teaching methods but not enough innovation,teaching cheerleading basic hand demonstration standard needs to be further strengthened,good error correction capability but the action demonstration and explanation of the weak.9 Fuzhou middle school cheerleading teachers research enthusiasm is not high.The main factors affecting the middle school cheerleading teachers' professional qualities are:lack of communication opportunities,no channels and ways to improve their own quality,school leadership seriously enough,the school atmosphere and promote the development of professional quality is not strong.According to the above research results,this paper puts forward some suggestions to improve the professional quality of the cheerleading teachers inFuzhou middle schools:1 Strengthen the construction of venues and facilities,improve cheerleading teaching conditions.2 Strengthen the training of teachers,improve the professional level of Cheerleading teachers.3 To develop a variety of Cheerleading activities to promote teacher learning and communication.4 The school regularly held events to improve the practical ability of teachers.5 Strengthening scientific research and improving teachers' scientific research ability.6.Establish a scientific and perfect management system,reasonable allocation of teaching and training arrangements.