Research On The Teaching Effect And Influencing Factors Of Physical Education Among Secdonary Schools In Shanghai

Since the concept of "student development as the core" was put forward in China in the early 21 st century,constructing the subjectivity of learners in the classroom has become a research hotspot.Modern education should be geared to learners' individualized and diversified learning and development needs,teaching students according to their aptitude,and promoting learners to release their potential.The new round of physical education and health curriculum reform also highlights the learner's subjective status.The learner-centered physical education classroom teaching has become an important trend of basic education physical education in China.Shanghai is the "first mover" of the basic education physical education curriculum and teaching reform in China.What is the effect of Shanghai-based middle school physical education classroom teaching on learners? And how to further promote the reform of learner-centered physical education in Shanghai?In order to answer the above questions,the study used the literature method,questionnaire survey method,interview method,and mathematical statistics method to evaluate the effect of physical education in middle schools in Shanghai from a learner-centered perspective and explore its influencing factors.With a view to further deepening the practice of learner-centered physical education in Shanghai.First,the study developed a learner-centered physical education classroom assessment scale.Second,the study used self-made scales to investigate the effectiveness of physical education in middle schools in Shanghai.Second,the study explored the learner-centricity.From the perspective of Shanghai middle school physical education classroom teaching effect on students' learning effect;Finally,this paper explores the effect of teacher-related beliefs on learner-centered Shanghai middle school physical education classroom teaching effect.The study concluded the following:(1)The learner-centered physical education classroom teaching effect assessment scale developed by the study contains 26 items and four dimensions,which are to create positive interpersonal relationships and classroom atmosphere,respect the voice of students,and encourage higher-order thinking And adapt to the individual differences of the learner.After testing the reliability and validity of the scale,the results show that it can be used as an assessment tool for PE classroom teaching based on the learner center.(2)At present,the overall effect of learner-centered PE classroom teaching in Shanghai middle schools is relatively high,and the perception level of PE teachers is significantly higher than that of students.From the perspective of student evaluation,learner-centered PE classroom teaching in Shanghai middle schools has no significant impact on student gender;however,it has a significant impact on students of different grades.From the perspective of teacher evaluation,different teaching ages,professional titles,academic qualifications,teaching scales,and weekly classes will have significant differences for PE teachers in the learner-centered PE classroom teaching.(3)The study found that learner-centered physical education in Shanghai middle schools can significantly improve students' basic psychological needs,learning motivation,physical health performance,and physical education performance.Among them,the students 'basic psychological needs and learning motivation have a dual mediating effect between the learner-centered physical education in middle schools in Shanghai and the students' physical fitness and physical education performance.(4)The study found that the self-reflection,self-efficacy,and learner-centered beliefs of physical education teachers can significantly predict learner-centered physical education classroom teaching;the autonomous support of physical education teachers can significantly predict the learner-centered physical education classroom Creating positive relationships in teaching,respecting student voices,and encouraging higher-order thinking has no significant predictive effect on adapting to individual differences;general beliefs of physical education teachers have no significant predictive effect on learner-centered physical education classroom teaching.Therefore,strengthening physical education teachers' sense of self-efficacy,self-reflection,self-support and learner-centered belief cultivation can improve their learner-centered PE classroom teaching level.