尹志华 汪晓赞

摘      要：从历史背景、研制组织、框架体系、标准认证等方面，对美国、加拿大和爱尔兰3个国家体育教师专业标准进行分析。在历史背景方面，主要受到国家整体教育变革的影响，呈现出典型“外生式发展”特征;在标准研制组织方面，秉持“专业人做专业事”出发点，均由“专业共同体”负责且保持可持续的工作模式;在标准框架体系方面，标准呈现形式、纵向结构和横向结构均存在差异性;在标准认证方面，美国和加拿大有系统的认证程序，爱尔兰则主要依靠体育教师教育者进行自主应用。对我国启示：紧密结合教育改革趋势和体育教师发展现实需求、打造“政府+专业共同体”相结合的标准建设组织、构建具有本土特色的体育教师专业标准框架体系、充分发挥专业标准认证对人才培养质量提升作用。

关  键  词：体育教师专业标准;专业组织;认证程序;美国;加拿大;爱尔兰

中图分类号：G807    文献标志码：A    文章编号：1006-7116（2019）02-0105-08

Abstract： In terms of historical background， development organization， framework system and standard certification etc， the authors analyzed the physical education teacher professional standards of the United States， Canada and Ireland. In terms of historical background， the standards were mainly affected by overall national education changes， showing the typical characteristics of “exogenous development”; in terms of standard development organization， based on “professionals doing professional things”， all the 3 countries have a “professional community” for standard development and maintaining a sustainable working mode; in terms of standard framework system， there are differences in the presentation form， vertical structure and horizontal structure of the standards; in terms of standard certification， the United States and Canada have systematic certification procedures， while Ireland mainly depends on physical education teacher educators carrying out autonomous application. Inspirations to China are as follows： closely follow the trend of education reform and the realistic needs of physical education teacher development; establish a “government and professional community” combined standard construction organization; build a physical education teacher professional standard framework system with local features; fully exert professional standard certifications role in improving the quality of talent cultivation.

Key words： physical education teacher professional standard;professional organization;certification procedure;United States;Canada;Ireland

2018年初，中共中央國务院颁布《关于全面深化新时代教师队伍建设改革的意见》，明确提出要“严格教师准入，提高入职标准”[1]，进一步强化制订和实施教师专业标准的要求。教师专业标准为教育工作者理解教师应该具备的核心要素和专业发展内在机制提供启发。就中国而言，虽然教育部早在2012年就颁布《教师专业标准（试行）》，但有关教师专业标准的研究和实施与发达国家有着较大差距，尤其是具有学科取向的教师专业标准研究还处于起步阶段。……