Research On The Effectiveness Of Teaching Behavior Of PE Teachers In Primary And Secondary School

Whether the PE curriculum reform in the primary and secondary schools is successful or not depends on whether the effectiveness of the PE teachers’teaching behaviors can be implemented or not to some extent. At the same time, at present so many serious problems, for example, "it is very hard for the teachers to teach and it’s not easy for the students to learn in the PE", have always taken placed in the majority of our primary and secondary school PE that the deep reasons for these are worth exploring. And it is found that the former problems have just resulted from the ineffective or even negative effects of the PE teachers’ teaching behaviors. In view of this, the paper has clarified the manifestations of the PE teachers’teaching behavior effectiveness in the primary and secondary schools, pointed out the negative issues of the PE teachers’teaching behavior effectiveness, explained the influence factors of the PE teachers’teaching behavior effectiveness, analyzed the characteristics and the present situations of the PE teachers’teaching behavior effectiveness, and made some suggestions to the PE teachers’teaching behavior effectiveness. On the basis of the goals, the following four parts are proposed to be discussed:Part I. The manifestations of the PE teachers’teaching behavior effectiveness in the primary and secondary schools. As a teaching mode, which the PE teachers in the primary and secondary school, based on their own personality, teaching philosophy, teaching skills, teaching knowledge and teaching wisdom, have chosen to response to the teaching and learning environments in the course of PE, the effectiveness of the PE teachers’teaching behaviors can be carried out successfully around the following teaching progress in turn, which include the teaching schedule plans, the unit plans, and the lesson plans of the lesson-preparing stage, the classroom management, the classroom atmosphere creation, the warming-up, the teaching materials instruction, the instruction completion of the teaching-implementing stage, the diary report, the teaching discussion and the action research of the teaching-reflection stage, and a series of teaching behaviors. PartⅡ. The negative issues of the PE teachers’teaching behavior effectiveness in the primary and secondary schools. Although the PE teachers’teaching behavior effectiveness can successfully reflect a series of teaching behaviors, it also has a series of urgent problems needed to be settled immediately, for example, the models are weak, the questions are not precise, the feedback is delayed, untrue, and unclear, and so on.PartⅢ. The influence factors of the PE teachers’teaching behavior effectiveness in the primary and secondary schools. It’s found that the influence factors are as follows:firstly, the external factors, including the cultural impact, the political impact, the economic impact and so on; secondly, the internal factors, the school culture, the teaching materials, the teacher-student relations etc. included; thirdly, the subjective factors which include the PE teachers’cognitive level, their teaching theories, the teaching motivation, and so forth; lastly, the other factors, such as the teaching concept and the responsibility of the teachers.PartⅣ. The deep analyses of the PE teachers’teaching behavior effectiveness in the primary and secondary schools. The paper has found that in the actual teaching contest the PE teachers will inevitably stand out their own inherent responsibilities, dedicated attitudes, and learning attitudes. At the same time, the conclusions, which have been drawn by investigating the overall teaching behaviors, the behavior directions, the behavior performances, the behavior evaluations and so on, have tested and verified the initial research hypothesis—the negative issues of the teaching behavior effectiveness. What’s more, the paper has also found that if the PE teacher has a higher professional title, then the effects of his teaching explanation and his motion demonstration are relatively higher, however, the effects of his teaching question and his teaching discussion are even lower, and vice versa.