The detailed standards and requirements for knowledge and skills of teachers engaged in special education abroad, as well as the qualification certification system for special education teachers, all put forward legal requirements for the specialization of special education teachers to a certain extent. At present, the "teacher professionalization" advocated in China is mainly aimed at teachers in ordinary schools. However, in the field of special education, there is no clear regulation on the professional standards of special education teachers. According to the international regulations on the professional standards of ordinary teachers, referring to some contents of the professional standards of foreign special education teachers, and combining the present situation and characteristics of special education teachers in China, the author thinks that the professional standards of special education teachers in China should be clarified. Therefore, this paper intends to explore the connotation of specialization of special physical education teachers in China and provide theoretical basis for promoting the professional development of special physical education teachers in China.
1 Interpreting the connotation of special sports
Special physical education is a relatively new physical education discipline. In the past 30 years, this discipline has developed rapidly in the United States, and has also developed correspondingly in economically developed countries in the Asia-Pacific region. However, the academic research on special sports is a hundred schools of thought contend, especially in recent years, there are various understandings and understandings of what special sports are. So far, the connotation of special sports has broad and narrow meanings. Special sports in a broad sense refers to sports services provided for people of any group whose sports ability is obviously lower than the average level of the same age, including sports services provided for people of all ages who are disabled, mentally abnormal, weak and neglect exercise. Special sports in a narrow sense mainly refers to sports services provided for disabled students whose sports ability is obviously lower than the average level of primary and secondary school students in that year. [ 1]
Paul Jansma, an American professor of special physical education, defined special physical education as a special field of physical education in his book Special Physical Education-Physical Activity, Sports and Entertainment, which is a development plan for students with special needs. There are three main teaching contents of special physical education: adaptive exercise, corrective exercise and developmental exercise. Adaptive physical education is based on the modification of traditional sports activities, which can give disabled people the opportunity to participate in sports activities successfully and confidently. Corrective sports, also known as therapeutic sports, mainly involves the rehabilitation of body posture and body function defects. Developmental physical education refers to the physical education that improves the physical quality or ability of disabled students through dynamic physical training programs, so as to reach a certain level or close to the level of normal students. At present, these physical education teaching forms are not always used in isolated classroom teaching, but are unified into a complex teaching plan, which is arranged according to the needs of different students and taught in accordance with their aptitude. [2]
In On the Connotation and Extension of Special Sports, Zhang Jiabei, a professor of special sports in western michigan university, USA, thinks that the connotation of special sports is different from that of conventional sports, and there are five main attributes: ① Different clients. It faces abnormal people; ② Different teaching methods. Conventional physical education teaching mostly adopts collective teaching method, while special physical education teaching must adopt case teaching method; ③ Different classroom levels. Regular physical education class class, special physical education class at least three classes. ④ Different adaptation requirements. Special physical education requires teachers to regularly adjust, change and adapt to sports-related variables according to everyone's problems and their severity, so as to ensure that everyone can complete their learning tasks smoothly and safely. ⑤ Different disciplines. Generally speaking, a physical education discipline is mostly derived from a dominant discipline, or is mostly formed by combining several related disciplines. Special physical education is combined with many other disciplines. [ 1]
In view of the characteristics of special sports service objects and the present situation of special sports in China, the definition of special sports in this paper mainly refers to special sports in a narrow sense, that is, a discipline that provides physical education, physical exercise, sports training and entertainment and rehabilitation services for the disabled and sick. According to American legal documents on providing free education for the disabled, the disabilities here include learning disabilities, intellectual disabilities, emotional disorders, physical disabilities, chronic diseases, visual disabilities, hearing disabilities, language disabilities, autism and loneliness, brain trauma, audio-visual disabilities and multiple disabilities.
2 Special PE teachers' professional connotation standards
2. 1 Connotation standard of teacher professionalization
Generally speaking, specialization is a process in which ordinary occupations gradually reach professional standards, become professional occupations, and obtain corresponding professional status. Teachers' specialization or teachers' professional socialization refers to the process of improving teachers' individual professional level and the process of teachers' groups striving for the professional status of teachers' profession. The former refers to teachers' individual specialization, while the latter refers to teachers' professional specialization. The isomorphism of the two becomes the specialization of teachers. C.lacey, a British educational sociologist, pointed out that teacher professionalization refers to the transformation process in which an individual grows into a member of the teaching profession and plays a more and more mature role in teaching. At present, the teacher professionalization proposed by China includes the above two dimensions-teacher professional specialization and teacher individual specialization. With the deepening of research, the research focus of scholars at home and abroad has turned to the individual specialization of teachers. [3]
Teachers' individual specialization (also known as the internal structure of teachers' profession) is the foundation and source of teachers' professional specialization, and it is also the fundamental aspect of teachers' professional specialization. It refers to the professional growth process that teachers rely on professional organizations, acquire professional knowledge and skills in education through professional training, implement professional autonomy, show professional ethics, gradually improve teaching quality, and become an excellent education professional.
Dr Eliad and others in Australia have studied the standards of teacher professionalization and put forward their own opinions. To sum up, the research on teachers' professional standards covers three basic categories: the development of teachers' professional knowledge, the proficiency of professional skills and the perfection of professional feelings. In addition, Reese Shulman put forward six standards: service concept and professional ethics; Fully master academic and theoretical knowledge; Able to operate and practice skillfully within a certain professional scope; Judging the actual situation with theory; Learn from experience; Set up a professional learning and personnel management team. [4]
Many domestic scholars have also done some research on the vertical and horizontal structure of teachers' individual specialization. Professor Ye Lan, a famous scholar in China, put forward a new viewpoint on the basis of many scholars' research: the professional structure of teachers is a "horizontal profile" of teachers' professional development, which is different at different stages; Teachers, as professionals, need to have professional quality, which is the inherent requirement of a profession; It mainly includes professional thoughts, multi-level professional knowledge and various abilities to perform duties and powers that are connected with the spirit of the times; Putting forward the concept of specialty, providing rational fulcrum for teachers' professional behavior, distinguishing professional teachers from non-professional teachers, and on this basis, proposing "self-renewal" will be the new trend of teachers' professional development in the development of modern society and the change of their foothold. [5]
At present, there is not a fully recognized concept of teacher professionalization. However, according to previous scholars' understanding of specialization research and the author's extensive research, it is considered that the development of teachers from specialty to profession is a dynamic process, a process of improving teachers' individual professional level and a process of social efforts to realize teachers' professional status. Teachers' professional specialization and teachers' individual specialization complement each other in teachers' professional development, and the mature development of teachers' internal quality structure is the fundamental and final deepening of teachers' professional development.
2.2 Special PE teachers' professional connotation standards
At present, the research on teacher professionalization in China has attracted the attention of many scholars and put forward many valuable views, which has led to the rapid development of teacher professionalization. However, in the field of special education, the professional development of special education teachers seems to be somewhat backward, and the specialization of special physical education teachers is particularly prominent and almost blank. Therefore, based on the author's special research in this field, combined with the current situation of China's special sports development, this paper will discuss the professional connotation of China's special sports teachers from the perspective of individual professional connotation.
The Outline of Teachers' Professional Standards advocated by the National Teachers' Professional Standards Committee organized by the Carnegie Foundation of the United States is a document that clearly defines teachers' professional standards so far, and it clearly shows the basic standards for formulating professional scales. Among them, it is mentioned that ① recognize the individual differences of students and formulate corresponding measures; Understand the methods of students' development and learning; Treat students fairly. (2) Teachers are responsible for managing students' learning and exploring various methods from the goal; Pay attention to individual learning under collectivization. Teachers should systematically reflect on their own practice, learn knowledge from their own experience, participate in educational research and enrich their knowledge. ④ Teachers are members of the school and cooperate with other experts to improve the educational effect of the school; Cooperate with parents to promote education. [6] These four standards clearly emphasize the position of teachers' internal professional quality requirements in professional development, and it is also extremely important to describe the professional requirements of special education teachers. Through the dialysis of teachers' individual specialization, the author thinks that the professional quality of special physical education teachers in China is mainly reflected in the following aspects.
2.2. 1 Good professional ethics in special sports.
Emphasize that service concept and professional ethics are professional standards. The educational view of UNESCO's Bureau of International Education points out that in the new teaching ethics, specialization and professionalization will be unified around the moral definitions of teaching and students' learning. Therefore, the essence of educational concept is moral concept, and teacher professionalization is based on moral requirements first. Teachers' professional ethics is the basic norm of special physical education teachers' profession and the minimum professional standard that teachers must have. This is mainly reflected in:
First, lofty dedication to special education. The occupation of special education teachers should be based on ambition and interest. The lofty professionalism includes a clear understanding of the work value of special education teachers, a positive working attitude, a firm working ideal and dedication. The good image and charm of teachers are obtained through the dedication of wisdom and sweat. Therefore, only when a special education teacher devotes infinite love and persistent pursuit to special education, and works hard and strives for perfection, can he obtain the sublimation of life value and spiritual enjoyment that others cannot experience.
Secondly, they have the noble professional ethics of special physical education teachers. The rise and fall of the country depends on education; The success or failure of education depends on teachers; The quality of teachers depends on their professional ethics. In the process of special education, students have the characteristics of mechanized learning and changeable emotions, which makes teachers more worthy of being teachers. In addition, due to the nature, significance and content of special education and the fact that China's special physical education is still in its infancy, as a builder of special physical education in China, he should have a high sense of responsibility, professional self-discipline, non-profit service motivation, concern for the educational object without asking for anything in return, selfless educational love, painstaking dedication, strict self-discipline, tolerance, good cooperation and exemplary conduct.
Third, you should have a healthy and positive personality. As a special physical education teacher, he should also have a good personality, including positive work motivation, correct self-cognition, self-esteem, self-satisfaction, self-worth and self-efficacy, as well as personality traits such as patience, maturity, emotional stability and mental health. Facing the internal and external pressures such as the society's incomprehension of special education and the changeable students, we can constantly improve our understanding and make self-adjustment.
2.2.2 Special PE teachers with rich professional knowledge.
Professional knowledge is the basis of teachers' professionalization. Especially in the era of rapid development of knowledge economy and science and technology, teachers are facing the trend of integration of science and technology, socialization of education and integration of education and scientific research, and should have a comprehensive knowledge structure. For people's cognitive activities, observation and thinking are inseparable from knowledge.
Special physical education is a discipline that carries out physical education, physical exercise, sports training and entertainment rehabilitation for the disabled and the sick. Due to the diversity and complexity of special population problems, special physical education discipline is different from general physical education discipline, which is formed by the integration of pathology, rehabilitation, psychology, surveying, physical education, exercise and other disciplines. Therefore, special PE teachers should have rich knowledge, which is different from the knowledge structure of ordinary PE teachers. In addition, as a professional special physical education teacher, he should have a considerable level of general cultural knowledge, which is the basic premise for teachers to maintain normal teaching and continuous self-learning. Teachers should not only have physical education professional knowledge and teaching methods, but also have knowledge in the field of rehabilitation, and should realize the integration of the two and reflect their personal characteristics.
Therefore, we can divide the professional knowledge needed by special physical education teachers into: general cultural knowledge; Knowledge of contemporary important tool disciplines; Knowledge of teaching methods in professional disciplines (knowledge of general physical education teaching methods and knowledge of special education teaching methods); Medical rehabilitation knowledge; Psychological knowledge and personal practical knowledge.
2.2.3 Professional ability to engage in special sports.
Like teachers' knowledge, teachers' ability is also an important part of teachers' professional structure. Qualified teachers with professional training should have strong professional ability. Teachers' professional ability is the unique ability of teachers' profession, and it is also a unique aspect that reflects teachers' professional professionalism and distinctive teaching art. Teachers' professional ability is teachers' teaching ability and the energy and ability formed by teachers' successful completion of a task in education and teaching activities. Teachers' professional ability is the most prominent external expression of teachers' comprehensive quality, and it is also the core factor to evaluate teachers' profession.
In the field of special education, special education teachers not only have the teaching ability required by ordinary teachers, but also have the ability to implement special education proposed by their own teaching environment. Because of the difference, particularity and pathophysiology of the educational objects, special physical education teachers have higher ability requirements than ordinary school teachers. In addition to education and teaching ability, it is also reflected in: the ability to cope with different needs of people, the innovation ability of teaching design, the ability to deal with various emergencies, the ability to cooperate with people from all walks of life, the ability to guide sports rehabilitation, the ability to organize sports training and competitions, the ability to conduct educational research, the ability to self-adjust and other comprehensive abilities.
2.2.4 Special PE teachers should have a sense of self-professional development.
Teachers' professional development depends not only on their own innate quality and external environment, but also on the gradually formed self-development consciousness and subjective consciousness, that is, how to answer the question "I am the subject, a dynamic me, and how to be a self-led me". Self-professional development consciousness is the internal subjective motivation to ensure teachers to continuously and consciously promote self-professional development. Only when teachers have the need and consciousness of self-professional development can they consciously seek learning opportunities, clarify their own development direction and truly become professionals from teaching. Teachers' consciousness of self-professional development mainly includes: reflection on past professional development; Understand your current career development status, level and stage, and have a sense of planning for your future career development.
The process of self-knowledge is the process of constantly fulfilling the realistic requirements given by the times. Self-professional development is gradually realized through teachers' continuous learning, adjustment and reflection. On the one hand, the specialization of special physical education teachers advocates that teachers should cultivate the consciousness of self-reflection, constantly reflect on their own educational and teaching ideas and behaviors, and constantly adjust and construct themselves, so as to obtain sustained professional growth. Due to the particularity of special education, special teachers are faced with changing environment and individuals, so it is difficult to determine a fixed goal and related fixed teaching methods, and no teaching strategy is always the best. Only when teachers develop their own experience system in practical reflection, actively integrate the knowledge and experience of their own cognitive system into the teaching process, re-examine their own teaching process and actively seek more suitable teaching strategies can they really promote the development of special physical education disciplines and thus promote their own professional development.
On the other hand, special physical education teachers should constantly carry out self-planning and self-learning to promote professional growth. In essence, teacher professionalization emphasizes the process of growth and development. As a teacher's individual specialization, it emphasizes its long-term and growth. The knowledge, skills, educational beliefs and ideals that teachers have learned in the past are the basis of present teaching and future planning. Therefore, teachers' attitudes, values and outlook on life need constant self-adjustment and planning to enrich themselves and cater to the dynamic development of their careers. Only by constantly learning and renewing themselves and grasping the development trend of the subject in time can teachers realize advanced and effective teaching and accept the challenges of the times.
3 Conclusion
With the development of global teacher professionalization and the emphasis and implementation of teacher professionalization in China, special physical education teachers, as a group of teachers, play an important role in advocating the return of special people to the mainstream of society. Their professional growth has played a positive role in promoting the development of special education in China. Teachers' individual professional development plays the most basic role and is the key to teachers' professional maturity. Therefore, the professional quality of special PE teachers with perfect professional ethics, professional knowledge, professional ability and self-awareness of professional development is the premise and core of their professional development, and it is also the connotation of specialization of special PE teachers. The research on the internal professional quality of special physical education teachers will be the research cornerstone of the professional growth of special physical education teachers in China.