另外，学校可以通过岗前培训、在职学习等途径提高教师的教学能力、专业素养

另外，学校可以通过岗前培训、在职学习等途径提高教师的教学能力、专业素养及业务水平，以更好的状态献身教育事业。每个学校都会组织有关课程的培训，教师也参加了各种内容以及形式的课程培训，但是培训效果总是差强人意。对教师培训的初衷是好的，但教师往往不能领会新的课程价值理念并在具体的实际操作中落实，甚至有部分教师对占用休息的时间进行培训持反对态度。为了改变这种现状，我们可以将校内培训与体育学科特点紧密连系，让教师试课、评课和辩课，参与其中，使教师在不断地质疑、辩论与反复思考中明晰课程观念，完成教学行为的更正。

另外，学校可以通过岗前培训、在职学习等途径提高教师的教学能力、专业素养及业务水平，以更好的状态献身教育事业。 每个学校都会组织有关课程的培训，教师也参加了各种内容以及形式的课程培训，但是培训效果总是差强人意。 对教师培训的初衷是好的，但教师往往不能领会新的课程价值理念并在具体的实际操作中落实，甚至有部分教师对占用休息的时间进行培训持反对态度。 为了改变这种现状，我们可以将校内培训与体育学科特点紧密连系，让教师试课、评课和辩课，参与其中，使教师在不断地质疑、辩论与反复思考中明晰课程观念，完成教学行为的更正。

In addition, schools can improve teachers' teaching ability, professional quality and professional level through pre job training and on-the-job learning, so as to devote themselves to the cause of education in a better state. Every school will organize the training of relevant courses, and teachers have also participated in various content and forms of course training, but the training effect is always unsatisfactory. The original intention of teacher training is good, but teachers often can not understand the new curriculum values and implement them in the specific practical operation, and even some teachers are against taking up the rest time for training. In order to change this situation, we can closely link the school training with the characteristics of physical education discipline, let teachers try, evaluate and debate classes, and participate in them, so that teachers can clarify the concept of curriculum and complete the correction of teaching behavior in constant questioning, debate and repeated thinking.<br>