A Sociological Analysis Of Physical Teaching In Class-playground Of Primary And Middle School

Through the frequently employed research methods such as document, survey and observation, this dissertation starts from a socially environmental perspective to study the effects of external society on teaching in class-playground, whose sociological features are closely investigated accordingly. Then the social system of teaching in class-playground itself is analyzed from perspectives of culture, role and interaction. Furthermore, the process that how teaching in class-playground influences the external society is dealt in the sense of its social function. Hence this dissertation reaches the following conclusions.Teaching in class-playground is normally influenced by such factors as the local climate, the teaching facilities and the mass media Due to the different local climate, there exist factual unequal opportunities for students in different districts, whose rights of being educated are deprived in excuse of climate, strengthening the social consciousness of ignoring physical education among students and other social members. While varied teaching facilities result in uneven qualities of teaching in class-playground, which leads to another inequality in receiving the trainings of physical culture. Although teaching in class-playground still remains an indispensable part of the social cultural education cause, somehow it has been deprived of its seriousness and standard. What is more, with the incessantly innovated mass media, the"professional authority"of the P. E. teachers is challenged. In future teaching in class-playground, the teachers would play the part of organizers instead of the mere passers of sports techniques.Systematically speaking, teaching in class-playground benefits from effective social systems, but at the same time it is seriously interfered by some social systems such as the selection system. Conceptually speaking, the traditional education concepts now exert negative influence on teaching in class-playground in the aspects of academic research and parents'unfavorable attitudes towards the children's sports training. Fortunately, the present view of the educational evaluation tends to defend teaching in class-playground, although somehow it is threatened by the traditional concept of physical education,"intellectual abilities are more important than physical endurance"and"sports first", its modern counterpart, which work through the decisions of the principals and the P. E. teachers in choosing their careers.The culture of teaching in class-playground carries the following characteristics: middle, physical performance, scene, comprehension and civilization. Observed from the perspective of the students, the culture of teaching in class-playground is synthesized in two ways: one is"concern—agreement—internalization", the other is"concern—submission—internalization". The former one works better than the latter one in the sense of effect. In practice, which is the more effective one is determined to a large extent by the means the P. E. teachers take to present sports culture. The roles which students play in teaching in class-playground generally fall into the following categories: those who are happy to learn, who are hard-working, who teach themselves and who give up learning completely, among which the latter three tend to be passive due to the structural fallacy in present teaching in class-playground. Classified by their different verbal and non-verbal performance, P. E. teachers are divided into five types in a general sense and into sixteen types in a more specific sense. But almost all P. E. teachers play coercive roles in class, which is proved by the frequent employment of mandatory language.In teaching in class-playground, the interaction between students and teachers involves"emotional"and"pragmatic"communication. There exist such problems as students'lacking in a clear definition of interaction, the over-stressed"ordering—obeying"pattern in the lingual interaction between students and teachers, a comparative lack of the cognitive interaction.The social function of teaching in class-playground refers to the objective effects it has on the social system it belonging, whose process of formation involves the following four steps: the setting of its functional orientation, the occurrence of its functional actions, the birth of its elementary social function and the overgrowth of its secondary social function. According to the social leading class'expectations of its function, every stage of its forming process might reach the following three results: the positive, the negative and the null. When teaching in class-playground judged from the functional perspective, the effect of its elementary social function (e.g."the educated's formation of sports culture) would serve as the primary proof.