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-  2018 

比较与提升:中美体育教育专业学生融合体育教育自我效能研究
Comparison and Promotion: Physical Education Major Undergraduates’ Self-efficacy of Inclusive Physical Education Between China and United States

DOI: 10.19582/j.cnki.11-3785/g8.2018.07.012

Keywords: inclusive physical education self-efficacy PE major undergraduate comparison between China and USA students with disabilities

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摘要:自我效能对于教师的发展和学生的学习会产生重要的影响。调查我国体教专业学生对融合体育教育的自我效能并与美国的情况进行比较,可以促进我国融合体育教育的发展、保障我国残疾人接受体育教育和参与体育活动的权利。运用问卷调查法对中美16所大学的920名体教专业学生进行了调查,研究发现:1)美国体教专业学生的自我效能显著高于中国学生;2)接受过相关课程学习和实践的中国学生自我效能显著高于美国学生;3)在面对不同类型残疾人时美国学生表现出不同的自我效能。为了进一步提高我国体教专业学生自我效能,促进融合体育教育在我国的发展,提出建议:1)完善相关法律制度;2)在培养中增加更多的融合体育教育课程和实践活动;3)出台相关融合体育教育教师标准;4)通过继续教育和加快适应体育教育专业建设,培养更多融合教育专业教师。
Abstract: Self-efficacy has an important impact on teachers' development and students' learning. The investigation of physical education major students’ self-efficacy of inclusive physical education, and the comparison of it between China and USA can promote the development of China’ inclusive physical education, and guarantee the rights of disabled persons to receive physical education and participate in sports activities in China. This study investigated 920 physical education major students coming from 16 colleges in China and USA by questionnaire. The results showed that: 1) The self-efficacy of the college students in USA was significantly higher than that of the Chinese students; 2) the self-efficacy of the Chinese students who received the related courses and practices was significantly higher than that of the American students; 3) the American students showed different self-efficacy in the face of different types of disabled persons. In order to further improve the self-efficacy of the students and promote the development of inclusive physical education in China, suggestions are put forward: 1) improve the relevant legal system; 2) increase more curriculum and practical activities of inclusive physical education in the training; 3) introduce relevant standards for inclusive physical education teachers; and 4) train more professional inclusive physical education teachers through continuing education and speeding up the construction of physical education major

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