Research On The Demand And Support For The Professional Development Of Middle School Physical Education Teachers In Aba Tibetan And Qiang Autonomous Prefecture

With the continuous development of society and the implementation of the new curriculum standard for physical education and health,as the leader and executor of school physical education,it is particularly important for physical education teachers to pay attention to the professional development of physical education teachers after service.As an important carrier of physical education teachers’ professional development after service,post service education should pay attention to the development trends of post service education and understand the needs of professional development of physical education teachers in post service education,It is necessary to develop a more responsive approach.Using the methods of literature,questionnaire and interview,this study analyzes the professional development needs and practical support of middle school physical education teachers in Aba Tibetan and Qiang Autonomous Prefecture in their post service education activities,and finds out the factors affecting professional development in their participation in post service education activities.The conclusions are as follows:（1）In the in-service education activities of middle school physical education teachers in Aba Tibetan and Qiang Autonomous Prefecture,the professional development needs of the four dimensions of students,disciplines,teaching and teachers’ literacy knowledge are large and in a relatively needed degree.The needs for discipline knowledge rank first and the needs for teaching knowledge rank second,The third is the demand for students’ knowledge,and the demand for teachers’ own literacy ranks fourth;There are significant differences in the needs of professional development in gender,grades,teaching age,professional title and different professional development stages.（2）The degree of support for the professional development of physical education teachers in post service education is at the general level,with the highest degree of attention to the relevant teaching knowledge and the lowest degree of attention to the relevant student knowledge;There is no difference in the support of gender,educational background,teaching age and professional title in the professional development of middle school physical education teachers’ post service education;There are some significant differences in learning stages and different professional development stages.（3）The spontaneous consciousness of physical education teachers in Aba Prefecture to participate in post service education is weak,and the motivation of participation is mainly external driving force,while the promotion of internal driving force is relatively weak;There are few opportunities to participate in such activities and the way of participation is uneven.（4）The demand of physical education teachers for professional development training is that the training types are mainly national training and Distance e-Learning,and the training forms are mainly case teaching and problem exploration.The training time is expected to be within the specified time,and the selection of training teachers is mainly expected to be followed by excellent front-line Physical Education teachers and full-time training teachers,On the selection of assessment methods,we hope to focus on full examination and full credits.（5）In terms of external support for physical education teachers’ professional development after service,the managers’ own quality is not enough;Participation opportunities cannot be met;Low level of participation environment and conditions.（6）Training organization management is an important factor affecting the participation of middle school physical education teachers in Aba Prefecture in post professional development.Among them,the lack of perfect management system,the lack of research on the needs of physical education teachers,and the guarantee of development strength and funds are the key problems that hinder physical education teachers from participating in post professional development.According to the above conclusions,corresponding countermeasures are put forward:1.Conduct a large number of field visits before the post service education of middle school physical education teachers,understand the real needs of physical education teachers’ professional development,pay attention to the individual needs of teachers,and the selection of professional development content is more in line with the needs of middle school physical education teachers at different levels,so as to make the training content more targeted and practical.2.Strengthen the professional development awareness of physical education teachers’ in-service education,establish the concept of all-round development and lifelong learning,gradually convert "want me to learn" into "I want to learn" attitude,actively participate in in in-service education,comply with the trend of the times,enrich connotation and promote their own development.3.Improve the management of post service education,give full play to the management function,pay close attention to the implementation and management of teacher training policies,carry out the education management system mainly by the county,and clarify the responsibilities at the state,county and village levels.At the same time,it can also make full use of its organizational functions and formulate measures to encourage and attract various institutions to participate in teacher training support;For school organizations,we should pay attention to the institutional environment construction of teachers’ professional development,which can provide a good guarantee for teachers’ participation in training.4.Change the form of post service education.First,promote information-based learning methods;second,organize training based on local colleges and universities and county units;third,build a famous teacher studio for physical education teachers.