| China’s primary and secondary school teaching and research institutions were formally established in 1956.According to the basic national conditions of our country,the teaching research staffs of physical education were given the right to manage,inspect,evaluate and inspect the teaching of grass-roots physical education teachers,as well as the responsibility of guiding the teaching business of primary and secondary school physical education.Since the 21st century,with the deepening of professional development,China has always regarded the professional development of physical education teachers as a guarantee to improve the quality of physical education teaching,and promulgated a series of laws and regulations to ensure the professional development of physical education teachers.However,the professional development of physical education teaching research staffs is rarely mentioned in the regulations,who are the"leader" of the professional development of physical education teachers,and the theoretical research on the professional development of physical education teaching research staffs in academic circles is also less,which leads to the lack of theoretical guidance for their professional development.In view of this,this paper uses the methods of documentation,questionnaire,interview and mathematical statistics to discuss the responsibilities and roles of physical education teaching research staffs in China,the basic dimensions and contents of their professional development,the basic situation of their ranks and the level of their professional development.On the basis of analyzing the factors that restrict the professional development of physical education teaching research staffs and referring to foreign experience(the school district superintendent in American),this paper puts forward the optimized paths to promote the professional development of physical education teaching research staffs in China.The results show that the basic situation of physical education teaching research staffs in primary and secondary schools in China at present is as follows:the distribution of age structure is reasonable,and the gender structure is mainly male;the academic level is undergraduate-dominated;the administrative appointment occupies the mainstream in the selection of physical education teaching research staff;the physical education teaching research staff has a long time of experience.The general situation of the professional development level of physical education teaching research staff in primary and secondary schools in China is as follows:physical education teaching research staffs’professional emotion develops well,but their professional knowledge is not well understood;physical education teaching research staffs’ professional knowledge structure is not complete enough;physical education teaching research staffs’ professional ability has certain room for improvement;physical education teaching research staffs’ practical ability is strong and their theoretical knowledge is relatively weak,which of development is unbalanced.The motivation,goal and approach of physical education teaching research staffs’ professional development in primary and secondary schools in China are as follows:the main motive of physical education teaching research staffs’ pursuit of professional development is the need of self-improvement;the goal of professional development of physical education teaching research staffs is clear,but the speed of professional development is slow;the main ways of professional development of physical education teaching research staffs are reflection,autonomous learning,cooperation and training;physical education teaching research staffs spend less time on self-study and research every day.It is concluded that the factors affecting the professional development of physical education teaching research staffs in China mainly include personal factors,national education policy factors and social environment factors.The specific situation is as follows.Firstly,personal factors:1)Physical education teaching research staffs lack long-term career planning and motivation to move forward;2)Physical education teaching research staffs’ professional development needs and consciousness are weak;3)The consciousness of physical education teaching research staffs’ teaching and research experience and reflection is weak;4)Individual factors of physical education teaching research staffs lead to insufficient time for self-study and research.Secondly,national educational policy factors:1)The absence of the national qualification criteria for physical education teaching research staffs;2)The absence of evaluation criteria and incentive mechanism for physical education teaching research staffs;3)The compulsory and restrictive nature of the special training mechanism is not high.Thirdly,the social environmental factors:1)There are doubts about the professional identity of physical education teaching research staffs in society;2)The misunderstanding of the society on the comprehensive quality of physical education teaching research staffs;3)Academic research on the professional development of physical education teaching research staffs has achieved little.The training of school district superintendents in the United States has the following characteristics:firstly,the definition of the professional conditions of school district superintendents;secondly,the orientation of the qualification certification of the school district superintendents;thirdly,relative rationality of the selection form of school district superintendents;fourthly,the standardization of Professional Standards for school district superintendents;fifthly,the training system for school district superintendents is systematic.These characteristics have the following enlightenment for the professional development of physical education teaching research staffs:first,to clarify the professional conditions of physical education teaching research staffs and establish academic requirements on the basis of qualification certification standards;secondly,to strengthen the examination mechanism of open recruitment and competition for posts,and to dilute the selection methods of administrative appointments;thirdly,establish national physical education teaching research staffs’ professional standards to standardize their professional development;fourthly,establish professional associations and supervision institutions which are dedicated to the professional development of physical education teaching research staffs;fifthly,institutionalize and systematize the training system of physical education teaching research staffs in China.Based on the in-depth analysis of appeal constraints and the summary of the training experience of American school district superintendents,this paper puts forward the operational path of the professional development of physical education teaching research staffs in China from three aspects,the specific contents are as follows.Firstly,at the personal aspect,we should do the followings:1)cultivate lifelong learning habits,strengthen the awareness of sustainable development;2)enhance self-professional identity,formulate professional development plans:3)construct reflective behavior based on professional development awareness.Secondly,teaching and research departments at all levels,we should start from the following aspects:1)improve the overall educational level of physical education teaching research staffs in primary and secondary schools in China;2)provide sufficient teaching and research time and funding for physical education teaching research staffs;3)strengthen the collaboration between teaching and research departments at all levels to achieve the optimization and integration of teaching and research resources.Thirdly,in terms of national policy,we can start with the following aspects:1)formulate the national qualification standards for physical education teaching research staffs to improve the selection mechanism of open selection and competitive induction;2)establish the evaluation and incentive mechanism combining self-evaluation with other evaluation;3)establish compulsory training mechanism to increase the intensity of special training;4)increase the number of full-time physical education research staffs in each region,so that the number of which is proportional to the number of schools in the region;5)the qualification certificate,salary and welfare should be combined with the professional development stage of physical education research staffs. |
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