教練員實踐性知識發(fā)展研究.pdf

1、 論文隨機(jī)驗證編號：BT528531645330IV 摘要 摘要 建設(shè)符合時代要求的教練員隊伍是我國競技體育發(fā)展的需要。實踐性知識研究不但對教練員群體社會職業(yè)地位和專業(yè)功能確立具有重要的賦權(quán)意義；還可以為教練員職業(yè)的專業(yè)化提供理論依據(jù)，為教練員教育與專業(yè)發(fā)展提供助力；也利于激發(fā)自我發(fā)展的意識和覺悟，為教練員自我發(fā)展和專業(yè)創(chuàng)造提供基礎(chǔ)。 以現(xiàn)代知識觀和系統(tǒng)論為理論基礎(chǔ)，以動態(tài)開放的思維形式--“復(fù)雜性思想”為引領(lǐng)，既采用理論演繹的宏大思辨

2、，也有典型案例的故事詮釋。采用質(zhì)的研究取向與個案研究策略，通過深度訪談、現(xiàn)場觀察、實物分析等方法收集研究資料，選取我國競技體育界職業(yè)范疇內(nèi)的教練員為研究對象，對教練員專業(yè)實踐技藝的核心區(qū)域—實踐性知識，進(jìn)行研究，主要探討教練員實踐性知識的概念、結(jié)構(gòu)、發(fā)展途徑以及發(fā)展過程。 實踐性知識是教練員在實踐情境中，通過反思（體驗、沉思、感悟）等方式發(fā)現(xiàn)和洞察自身實踐和經(jīng)驗之中的意蘊，并融合自身生活經(jīng)驗以及個人所賦予的經(jīng)驗意義，并通過自己的行動做出

3、來的對實踐的認(rèn)知以及應(yīng)用于實踐中的知識。具有情境性、個體性、綜合性、緘默性、專項（內(nèi)容特定）性的特征。 教練員實踐性知識結(jié)構(gòu)包括執(zhí)教理念、專業(yè)內(nèi)容和專業(yè)方法三個維度，專業(yè)內(nèi)容知識是專業(yè)方法形成與實施的基礎(chǔ)，是教練員職業(yè)觀的前提；專業(yè)方法的發(fā)展會促進(jìn)專業(yè)內(nèi)容知識的豐富，執(zhí)教理念的形成與發(fā)展是專業(yè)內(nèi)容、專業(yè)方法發(fā)展的重要原發(fā)動力。三者相互作用與影響，體現(xiàn)出整體性與互動性的特征。 影響教練員實踐性知識發(fā)展的因素可分為：主體內(nèi)部性因素（自我效能

4、感等）和外部因素（社會期望等） 。教練員通過對“主流”訓(xùn)練理論的學(xué)習(xí)、對自身經(jīng)驗總結(jié)與體悟、對他人間接經(jīng)驗觀察與學(xué)習(xí)、對個人已有知識反思與重構(gòu)四種途徑發(fā)展個體實踐性知識。 實踐性知識形成是一個突出教練員主體作用的動態(tài)循環(huán)過程，遵循“理論—實踐—理論??”的認(rèn)識規(guī)律，發(fā)展過程包括注意與習(xí)得--個人實踐性知識形成的自發(fā)階段；認(rèn)同與實踐--個人實踐知識形成的自覺階段；組織與內(nèi)化--個人實踐知識形成的理性階段；遷移與創(chuàng)造--個人實踐知識形成的自

5、律階段。 促進(jìn)教練員實踐性知識發(fā)展的策略包括：提高自我教育意識，促進(jìn)自主發(fā)展；重視實踐經(jīng)驗，加強(qiáng)總結(jié)與重構(gòu)；強(qiáng)化實踐反思，實現(xiàn)創(chuàng)造性超越；突破傳統(tǒng)，論文隨機(jī)驗證編號：BT528531645330VI ABSTRACT It is the demand of the competitive sports development for our country to construct a coaches group meeting th

6、e requirements of the times. Research on the practical knowledge of coaches has vital significance of establishing coaches’ professional status and its function, providing a theoretical basis for coach’s occupational sp

7、ecialization, being beneficial to stimulate the development of self- awareness and consciousness of the creation of self-development and professional. Applying with qualitative research and case study oriented strategy

8、, collecting research data by in-depth interviews, field observation, physical analysis etc., based on the postmodern view of knowledge and Systems Theory，led by the complexity ideology, using grand speculation of deduc

9、tive theory as well as story interpretation of typical case, the Practical Knowledge, rooted in the core area of coach’ practical skills, has been studied. It is the coaches practical knowledge, which is the se

10、nse what is penetrated by reflection in ones own practice and experience, their own life experiences and the experience significance endowed by ones own, the knowledge used in practical and practical acknowledge acted o

11、n ones own actions. It labels with situational, personal, comprehensive, tacit, content -specific features. A structural framework for coach’s practical knowledge consists of coaching philosophy, specialty cont

12、ents and approaches. Specialty contents are the formation and implementation base of approaches and are the premise of coaches’ job prospects; the development of specialty approaches will also promote content –rich;

13、 forming of coaching philosophy is important to maintain the momentum of the primary power source of the specialty contents and approaches development. coaches’ internal factors and external factors influence the develo