运用世界卫生组织康复胜任力架构研究适应体育教师学科教学内容知识

doi:10.3969/j.issn.1006-9771.2022.05.011

摘要/Abstract

摘要：

目的运用世界卫生组织康复胜任力架构(RCF)探讨适应体育教师教学内容知识,以构建适应体育教师胜任力体系和基于胜任力的适应体育教师教育培训体系和鉴定方法。方法运用RCF,参照美国《适应体育国家标准(第三版)》(APENS-3),对适应体育教师学科教学知识的结构和内容进行系统研究,构建适应体育教师专业核心胜任力。结果基于RCF和教师教学活动,从实践领域(教学)和学习与发展领域(继续教育)的知识和技能出发,构建适应体育教师的教学相关核心胜任力;基于构成教育的5个领域：学生、教师、教学、课程、教学评价,构建适应体育教师学科教学知识的结构和内容。该胜任力架构可运用于适应体育教师职业教学能力鉴定、继续教育课程设置和继续教育能力培训、绩效评估等领域。结论应用RCF并参照APENS-3,构建了适应体育教师的学科教学内容知识结构及其核心内容,可应用于适应体育教师教学能力鉴定、继续教育课程开发和胜任力培训,以及教学绩效评估。

关键词: 康复胜任力架构, 适应体育教育, 教学内容知识

Abstract:

Objective To explore the pedagogical content knowledge of adaptive physical education teachers using the World Health Organization Rehabilitation Competency Framework (RCF), to construct an adaptive physical education competency system and establish an adaptive physical education and training system and accreditation method for teachers.Methods Using RCF and referring to the U. S. Adapted Physical Education National Standards 3rd version (APENS-3), we examined the pedagogical content knowledge of adaptive physical education for teachers. The structure and content of the key pedagogical knowledge contents of adaptive physical education teachers were systematically studied, and the core professional competencies of adaptive physical education teachers were constructed.Results Based on the RCF and teaching activities, the teaching-related core competencies of the adapted physical education teachers were constructed from the knowledge and skills in the domains of practice (teaching), and learning and development (continuing education) of RCF, and the structure and content of the knowledge of adapted physical education teachers were constructed in the five domains: students, teachers, teaching, curriculum and educational evaluation. This competency framework could be applied in the fields of professional teaching competency identification, continuing education curriculum development and continuing education competency training, and performance evaluation for adaptive physical education teachers.Conclusion In accordance with the RCF and with reference to APENS-3, the structure of pedagogical content knowledge and its core contents for adaptive physical education teachers were systematically explored. These structures and the core contents can be applied in the identification of competencie, the development of continuing education curriculum and competency training, and the assessment of performance for adaptive physical education teachers.

Key words: Rehabilitation Competency Framework, adaptive physical education, pedagogical content knowledge

中图分类号:

R49-4

杨亚茹,卢雁. 运用世界卫生组织康复胜任力架构研究适应体育教师学科教学内容知识[J]. 《中国康复理论与实践》, 2022, 28(5): 559-567.

YANG Yaru,LU Yan. Exploring pedagogical content knowledge of adaptive physical education for teachers using WHO Rehabilitation Competency Framework[J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(5): 559-567.

图/表 6

图1

图2

表1

表2

图3

表3

参考文献 23

[1]	世界卫生组织. 康复胜任力架构[M]. 邱卓英,郭键勋,孙宏伟,等,译. 香港:香港复康会, 2021. [2022-02-27].https://apps.who.int/iris/handle/10665/338782.
	World Health Organization. Rehabilitation Competency Framework (Chinese Version)[M]. [2022-02-27]. https://apps.who.int/iris/handle/10665/338782.
[2]	International Federation of Adapted Physical Activity. Definition of Adapted Physical Activity[EB/OL]. [2022-05-19]. https://ifapa.net/definition/.
[3]	KELLY L E. Adapted Physical Education National Standards[M]. Champaign, Illinois: Human Kinetics Publishers, 2019.
[4]	世界卫生组织. 基于特定情景调整康复胜任力架构:胜任力架构开发者分步骤指南[R]. 邱卓英,郭键勋,王国祥,等,译. 香港: 香港复康会, 2021. [2022-02-27].https://apps.who.int/iris/handle/10665/339078.
	World Health Organization. Adapting the WHO rehabilitation competency framework to a specific context: a stepwise guide for competency framework developers, version for field testing (Chinese Version) [R]. [2022-02-27]. https://apps.who.int/iris/handle/10665/339078.
[5]	世界卫生组织. 健康服务体系中的康复:行动指南[R]. 邱卓英,郭键勋,黄东锋,等,译. 香港: 香港复康会, 2020.
	World Health Organization. Rehabilitation in health systems: guide for action[R]. QIU Z Y, KWOK J K F, HUANG D F, et al., trans. Hong Kong: The Hong Kong Society for Rehabilitation, 2020.
[6]	邱卓英, 郭键勋, 孙宏伟, 等. 世界卫生组织康复胜任力架构及其在康复领域的系统应用:理论架构、方法和应用领域[J]. 中国康复理论与实践, 2022, 28(3): 265-274.
	QIU Z Y, KWOK J K F, SUN H W, et al. Systematic implementation of World Health Organization rehabilitation competency framework in rehabilitation: conceptual framework, approaches and application[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 265-274.
[7]	SHULMAN L S. Those who understand: knowledge growth in teaching[J]. Educ Res, 1986, 15(2): 4-14.
[8]	GROSSMANN P L. The Making of a Teacher: Teacher Knowledge and Teacher Education[M]. New York: Teachers College Press, 1990.
[9]	COCHRAN K F, DERUITER J A, KING R A. Pedagogical content knowing: an integrative model for teacher preparation[J]. J Teacher Educ, 1993, 44(4): 263-272. doi: 10.1177/0022487193044004004
[10]	WARD P, AYVAZO S. Pedagogical content knowledge: conceptions and findings in physical education[J]. J Teach Phys Educ, 2016, 35(3): 194-207.
[11]	BALL D, THAMES M, PHELPS G. Content knowledge for teaching: what makes it special?[J]. J Teacher Educ, 2008, 59(5): 389. doi: 10.1177/0022487108324554
[12]	KLEICKMANN T, RICHTER D, KUNTER M, et al. Teachers' content knowledge and pedagogical content knowledge: the role of structural differences in teacher education[J]. J Teacher Educ, 2012, 64(1): 90-106. doi: 10.1177/0022487112460398
[13]	SHULMAN L. Knowledge and teaching: foundations of the new reform[J]. Harvard Educ Rev, 1987, 57(1): 1-23. doi: 10.17763/haer.57.1.j463w79r56455411
[14]	GUDMUNDSDOTTIR S, SHULMAN L. Pedagogical content knowledge in social studies[J]. Scand J Educ Res, 1987, 31(2): 59-70. doi: 10.1080/0031383870310201
[15]	ABELL S. Twenty years later: does pedagogical content knowledge remain a useful idea?[J]. Int J Sci Educ, 2008, 30(10): 1405-1416. doi: 10.1080/09500690802187041
[16]	WARD P. Content matters: knowledge that alters teaching[J]. Historic Tradit Future Direct Res Teach Teacher Educ Phys Educ, 2009, 345-356.
[17]	AYVAZO S, WARD P, STUHR P. Teaching and assessing content knowledge in preservice physical education[J]. J Phys Educ Recreat Dance, 2010, 81(4): 40-44.
[18]	AYVAZO S, WARD P. Pedagogical content knowledge of experienced teachers in physical education: functional analysis of adaptations[J]. Res Q Exer Sport, 2011, 82(4): 675-684.
[19]	INGERSOLL C, JENKINS J, GAUDREAULT K. Teacher knowledge development in early field experiences[J]. J Teach Phys Educ, 2014, 33(3): 363-382.
[20]	SINELNIKOV O A, KIM I, WARD P, et al. Changing beginning teachers' content knowledge and its effects on student learning[J]. Phys Educ Sport Pedag, 2016, 21(4): 425-440.
[21]	ISERBYT P, WARD P, MARTENS J. The influence of content knowledge on teaching and learning in traditional and sport education contexts: an exploratory study[J]. Phys Educ Sport Pedag, 2016, 21(5): 539-556.
[22]	ISERBYT P, WARD P, LI W. Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education[J]. Phys Educ Sport Pedag, 2017, 22(1): 71-88.
[23]	段明雪, 井淇, 邱卓英, 等. 基于世界卫生组织康复胜任力架构的康复工作者绩效评价研究[J]. 中国康复理论与实践, 2022, 28(3): 285-294.
	DUAN M X, JING Q, QIU Z Y, et al. Performance evaluation of rehabilitation workers using World Health Organization rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 285-294.

基于RCF的教师教学胜任力			通用学科教学知识
实践领域	实践知识	学生学习需求	A.关于学生的知识	学生学习需求
		学生的认知、情感、动作发展水平		学生的认知、情感、动作发展水平
		学生已有的知识技能水平		学生已有的知识技能水平
		学生所处的教学环境(普通学校、特殊教育学校、康复机构、社区)		学生所处的教学环境(普通学校、特殊教育学校、康复机构、社区)
		教育学知识	B.关于教学过程的知识	教育学知识
		教学内容知识		教学内容知识
		教学设计知识与技能		教学设计知识与技能
		教学策略、方法与风格		教学策略、方法与风格
		课堂教学管理		课堂教学管理
		课堂指导		课堂指导
		课堂支持		课堂支持
		课程设计	C.关于课程的知识	课程设计
		课程开发	C.关于课程的知识	课程开发
		诊断性评价	D.关于教学评价的知识	诊断性评价
		形成性评价		形成性评价
		终结性评价		终结性评价
学习与发展领域	学习与发展知识	伦理	E.关于教师的知识	伦理
学习与发展领域	学习与发展知识	继续教育	E.关于教师的知识	继续教育

通用学科教学知识		体育学科教学知识
A.关于学生的知识	1.学生个人情况	A.关于学生的知识	1.学生身体和健康情况
	2.学生学习需求		2.学生学习体育活动的需求
	3.学生的认知、情感、动作发展水平		3.学生的认知、情感、动作发展水平
	4.学生已有的知识技能水平		4.学生已有的体育知识技能水平
	5.学生所处的教学环境(普通学校、特殊教育学校、康复机构、社区)		5.学生所处的教学环境(普通学校、社区)
B.关于教学过程的知识	1.教育学知识	B.关于体育教学过程的知识	1.教育学知识
	2.教学内容知识		2.体育教学内容知识
	3.教学设计知识与技能		3.体育教学设计知识与技能
	4.教学策略、方法与风格		4.体育教学策略、方法与风格
	5.课堂教学管理		5.体育课堂教学管理
	6.课堂指导		6.体育课堂指导
	7.课堂支持		7.体育课堂支持
C.关于课程的知识	1.课程设计	C.关于体育课程的知识	1.体育课程设计
C.关于课程的知识	2.课程开发	C.关于体育课程的知识	2.体育课程开发
D.关于教学评价的知识	1.诊断性评价	D.关于体育教学评价的知识	1.诊断性评价
	2.形成性评价		2.形成性评价
	3.终结性评价		3.终结性评价
E.关于教师的知识	1.伦理	E.关于体育教师的知识	1.关于体育方面的伦理
E.关于教师的知识	2.继续教育	E.关于体育教师的知识	2.关于体育方面的继续教育

组成部分	内容
关于学生适应体育方面的知识	1.学生身体和健康情况知识,了解学生的残疾和功能状况
	2.学生学习适应体育的需求
	3.学生已有的适应体育知识技能水平
	4.学生所处的教学环境(特殊教育学校、康复机构、社区)
关于适应体育教学过程的知识	1.教育学知识
	2.适应体育教学内容知识
	3.适应体育教学设计知识与技能
	4.适应体育教学策略、方法与风格
	5.适应体育课堂教学管理
	6.适应体育课堂指导
	7.适应体育课堂支持
关于适应体育课程的知识	1.适应体育课程设计
关于适应体育课程的知识	2.适应体育课程开发
关于适应体育教学评价的知识	1.诊断性评估
	2.形成性评估
	3.终结性评估
关于适应体育教师的知识	1.关于适应体育方面的伦理知识
关于适应体育教师的知识	2.关于适应体育教师继续教育的知识