栾世超　雍明　张秋霞

摘要：运用文献资料法、跨文化研究法、访谈法等，对美国体育教师专业化发展路径进行研究，发现美国主要通过建立专业的组织和专业标准认证制度等路径推动体育教师专业化发展。中美两国在体育教师专业化上存在差异，美国本身特别重视体育教师的专业化发展，相比之下，中国对体育教师专业化发展上的重视不足，缺乏一套专业且适合我国国情的体育教师专业化体系；体育教师的职业认证标准体系方面存在着不严谨、不完善等问题，我国需借鉴美国强制性、高标准、专业性的标准来适合我国体育教师专业化发展路径，使我国体育教师专业化标准更为成熟。

关键词：美国；体育教师；专业化

中图分类号：G807文献标识码：A文章编号：1006-2076（2016）05-0108-06

Abstract：Along with our country social economy development， the demand for teachers has been improved. owever， the current our country sports teachers' quality is uneven， for the cultivation of sports teachers' lack of a system of professional education. In this paper， using the method of literature， cross-cultural study， interviews and other research methods， the study of the PE teachers' professional development path， found that the United tates mainly through the establishment of professional organizations and professional standard certification system such as path to promote sports teachers' professional development. Research in China and the United tates， comparing the development of sports teachers' professional certification and hopes to draw lessons from the advanced experience of teacher training， to promote the establishing and perfecting the teachers' professional certification system in China， and combined with the current actual in China， to explore a way of improving the quality of our country sports teachers， to ensure the quality of school physical education and certification work of our country sports teachers' professional abilities to provide enlightenment. tudies have found that differences between the two countries on the PE teachers' ention to the professional development of physical specialization， the United tates itself special

随着经济的发展，我国人民生活水平逐步提高，对教师的要求也不断提高，体育专业标准是高校体育教育专业人才培养的立足点， 是体育教师专业发展的基本准则[1] 。然而，当前我国体育教师的素质参差不齐，对于体育师资的培养缺乏一套专业化的教育制度。与此同时，体育教师对于提高自身的水平，增强自身素质的意识较为薄弱。本研究通过对美国体育教师的研究，结合我国当前的实际，旨在探讨一条提高我国体育教师素质的途径。

1NBP优秀教师专业标准的路径

1.1NBP制定体育教师专业标准背景

美国在1987年成立了美国国家教师专业教学标准委员会（National Board for Professional eaching tandards.简称NBP）。NBP不是针对某个学科标准制定的机构，而是由许多具体学科的分支协会组成，即每个学科领域都组建相应的学科标准委员会。……