Self-identity And Promotion Strategy Of Junior PE Teachers In Primary And Middle Schools

The newly appointed PE teachers in primary and secondary schools are the important part and fresh blood of PE teachers in our country,and they are also the backbone of the sustainable development of PE education in China.In recent years,with the deepening of educational reform,physical education has gradually aroused the attention of everyone,but the social status and self-identity level of the new PE teachers in primary and secondary schools are still relatively low.The "self-identity" of the new PE teachers in primary and secondary schools determines the value and significance of their existence in physical education,and also relates to the quality of the development of physical education in schools.Therefore,it is particularly important to improve the overall level of self-identity of the new PE teachers in primary and secondary schools.This study uses articles The present situation of the self-identity of the initial PE teachers in primary and secondary schools is investigated by the methods of summary,questionnaire,interview,mathematical statistics.Through the investigation and interview of the initial PE teachers in primary and secondary schools,the author combines the relevant literature and materials.Based on the relevant theories,this paper makes a thorough and detailed analysis of the existing problems and influencing factors of the self-identity of the initial PE teachers inprimary and secondary schools,and puts forward some suggestions for promoting the self-identity of the new PE teachers in the primary and secondary schools.The thesis mainly starts the research from the following parts:The first part is the preface.This paper mainly expounds the reasons of the thesis research from three aspects:the realistic demand of promoting the reform of physical education curriculum in primary and middle schools,the inherent need of promoting the professional development of primary and middle school PE teachers and the interest and concern of the researchers.This paper summarizes the literature about self-identity,self-identity of teachers and self-identity of PE teachers in order to clarify the ideas and provide valuable materials for the study of self-identity of the new PE teachers in primary and secondary schools.The core concepts are defined,and the research ideas and technical routes are introduced.The second part is the research object and method.The main research methods used in this study are:literature,questionnaire,interview,mathematical statistics and logic analysis.On the basis of the design and validity test of the self-identity state index of the initial PE teachers in primary and secondary schools,the contents of the questionnaire are formulated,and the contents of the questionnaire are drawn up from Wuchang District,Hanyang District,Huangpi District of Hubei Province.Atotal of 58 new PE teachers were randomly selected from 16 middle and primary schools in Jiangxia District.The third part is the status quo of self-identification of primary and secondary school physical education teachers.This paper investigates the present situation of primary and middle school physical education teachers from five aspects: time,system,social capital,economic capital and cultural capital,and analyzes the existing problems.The results show that there are different gender,academic qualifications,school location,and so on.Salary level of primary and secondary school physical education teachers self-identity showed a greater difference.The perplexity of self-identity of primary and middle school PE teachers is as follows: self-identity deconstruction;loss of self-sense of meaning;lack of self-belonging;pressure of high expectation of role;capital dilemma of self-identity.The fourth part is the primary and secondary school physical education teachers self-identification analysis of factors.The analysis of the factors that affect the self-identity of the primary and middle school physical education teachers is the premise of promoting the self-identity of the primary and secondary school physical education teachers,which results in the low self-identity of the primary and middle school physical education teachers,which is the result of many aspects.It mainly includes the influence of time factor on self-identity,the influence of institutionalfactor on self-identity,the influence of social capital factor on self-identity,the influence of economic capital factor on self-identity,and the influence of cultural capital factor on self-identity.The fifth part puts forward the countermeasures to improve the self-identity of primary and middle school physical education teachers.Suggest from the time,the system,the social capital,the economic capital and the cultural capital go up to implement.The main countermeasures put forward are as follows: increase the free and independent time,provide time guarantee for the establishment of self-identity,change the utilitarian disciplinary bias,promote and deepen the identity of physical education discipline;To establish a humanized management system,to promote professional identity by free development,to improve the social status of physical education teachers,to establish a sense of self-worth and dignity,to attach importance to the promotion of salary and treatment to professional roles and self-identity;To promote the personal practical knowledge of the first-time physical Education Teachers in Primary and Secondary Schools Form.