教練員實(shí)踐性知識(shí)發(fā)展研究.pdf

1、 論文隨機(jī)驗(yàn)證編號(hào)：BT528531645330IV 摘要 摘要 建設(shè)符合時(shí)代要求的教練員隊(duì)伍是我國(guó)競(jìng)技體育發(fā)展的需要。實(shí)踐性知識(shí)研究不但對(duì)教練員群體社會(huì)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(shí)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(shí)觀和系統(tǒng)論為理論基礎(chǔ)，以動(dòng)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(gè)案研究策略，通過深度訪談、現(xiàn)場(chǎng)觀察、實(shí)物分析等方法收集研究資料，選取我國(guó)競(jìng)技體育界職業(yè)范疇內(nèi)的教練員為研究對(duì)象，對(duì)教練員專業(yè)實(shí)踐技藝的核心區(qū)域—實(shí)踐性知識(shí)，進(jìn)行研究，主要探討教練員實(shí)踐性知識(shí)的概念、結(jié)構(gòu)、發(fā)展途徑以及發(fā)展過程。 實(shí)踐性知識(shí)是教練員在實(shí)踐情境中，通過反思（體驗(yàn)、沉思、感悟）等方式發(fā)現(xiàn)和洞察自身實(shí)踐和經(jīng)驗(yàn)之中的意蘊(yùn)，并融合自身生活經(jīng)驗(yàn)以及個(gè)人所賦予的經(jīng)驗(yàn)意義，并通過自己的行動(dòng)做出

3、來的對(duì)實(shí)踐的認(rèn)知以及應(yīng)用于實(shí)踐中的知識(shí)。具有情境性、個(gè)體性、綜合性、緘默性、專項(xiàng)（內(nèi)容特定）性的特征。 教練員實(shí)踐性知識(shí)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(gè)維度，專業(yè)內(nèi)容知識(shí)是專業(yè)方法形成與實(shí)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(huì)促進(jìn)專業(yè)內(nèi)容知識(shí)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(dòng)力。三者相互作用與影響，體現(xiàn)出整體性與互動(dòng)性的特征。 影響教練員實(shí)踐性知識(shí)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(huì)期望等） 。教練員通過對(duì)“主流”訓(xùn)練理論的學(xué)習(xí)、對(duì)自身經(jīng)驗(yàn)總結(jié)與體悟、對(duì)他人間接經(jīng)驗(yàn)觀察與學(xué)習(xí)、對(duì)個(gè)人已有知識(shí)反思與重構(gòu)四種途徑發(fā)展個(gè)體實(shí)踐性知識(shí)。 實(shí)踐性知識(shí)形成是一個(gè)突出教練員主體作用的動(dòng)態(tài)循環(huán)過程，遵循“理論—實(shí)踐—理論??”的認(rèn)識(shí)規(guī)律，發(fā)展過程包括注意與習(xí)得--個(gè)人實(shí)踐性知識(shí)形成的自發(fā)階段；認(rèn)同與實(shí)踐--個(gè)人實(shí)踐知識(shí)形成的自覺階段；組織與內(nèi)化--個(gè)人實(shí)踐知識(shí)形成的理性階段；遷移與創(chuàng)造--個(gè)人實(shí)踐知識(shí)形成的自

5、律階段。 促進(jìn)教練員實(shí)踐性知識(shí)發(fā)展的策略包括：提高自我教育意識(shí)，促進(jìn)自主發(fā)展；重視實(shí)踐經(jīng)驗(yàn)，加強(qiáng)總結(jié)與重構(gòu)；強(qiáng)化實(shí)踐反思，實(shí)現(xiàn)創(chuàng)造性超越；突破傳統(tǒng)，論文隨機(jī)驗(yàn)證編號(hào)：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