Research On In-depth Teaching Of Physical Education In Ordinary High Schools

Ordinary senior high school is an important stage of basic education in China.Physical education in ordinary senior high school plays an important role in ensuring students’ health,strengthening students’ physique and promoting their overall physical and mental development.Deep teaching is based on the internal structure of knowledge,aiming at enabling students to move from the learning of symbols to the understanding and mastering of the discipline thought and meaning system,to deeply understand and experience the methods,logic,thinking and meaning behind knowledge,and to realize the teaching of rich knowledge value.Under the realistic need of the basic task of"cultivating morality and cultivating people" education,"cultivating students with all-round development of morality,intelligence,physique,beauty and labor" and implementing the core accomplishment of physical education,in-depth teaching brings a new concept to the physical education of ordinary senior high school,which meets the development needs of ordinary senior high school physical education.This study is based on the theory of deep learning,meaningful learning,and understanding of teaching theory.It comprehensively uses the literature method,Delphi method,questionnaire survey method,mathematical statistics method,and analytic hierarchy process to focus on the connotation,dimensions,status quo,The strategy and evaluation criteria were studied.The main conclusions are as follows:1.The connotation of in-depth physical education in ordinary senior high schools refers to a transcendence of traditional physical education.It is not an increase in the difficulty and quantity of physical education content.It is opposed to mechanical and boring physical skills training and the achievement of goals.The emphasis is on physical skills.The emotional needs of students in knowledge learning help students grasp the meaning behind the knowledge of physical skills,allow students to establish a connection between physical education and life,and meet the needs of students’ growth and progress.Ordinary senior high school physical education in-depth teaching has the characteristics of focusing on knowledge,focusing on transcendence,focusing on richness in organization,focusing on comprehensiveness in evaluation,and focusing on student-oriented nature in reflection.2.Ordinary senior high school physical education in-depth teaching includes five aspects:teaching goals,teaching content,teaching organization,teaching evaluation,and teaching reflection Each dimension includes three sub-dimensions:teaching goal determination,teaching goal description,teaching goal achievement,teaching content selection,teaching content design,teaching content presentation,teaching method application,teaching context creation,teaching time management,teaching information feedback,teaching Evaluation content,teaching evaluation method,teaching content reflection,teaching organization reflection,teaching method reflection.3.The current status of in-depth physical education in ordinary senior high schools is not good,and there are some problems in different dimensions.Specifically:teaching goals:emphasis on the pursuit of symbolic knowledge,lack of meaning knowledge,vague and confusing goals of "teaching" and "learning";teaching content:lack of reasonable transcendence of textbooks,content separation of student base,and lack of integration of sports culture;teaching organization:Inflexible teaching method models,inefficient setting of learning situations,and neglect of classroom culture construction;teaching evaluation:one-sided and shallow evaluation content,subjective evaluation subject,and conservative conservative evaluation methods;teaching reflection:superficial reflection on teaching,negligence of learning reflection light.The influencing factors of these problems are physical education teacher factors,students’own factors,teaching content factors,teaching organization factors,teaching environment factors,natural environmental factors,including geographical factors and climatic factors.4.According to the current status and reality of physical education in ordinary senior high schools,the development strategy is as follows:First,it attaches importance to the knowledge of physical education in depth teaching,including:changing the knowledge perspective of teaching,linking the knowledge of practical meaning,and setting clear "teaching" and "learning" The goal is to implement the transcendence of the content of in-depth sports teaching,including:transcending the teaching material system reasonably,taking care of the students’ existing foundation,and integrating into the content of sports culture;Create an efficient teaching situation and build a harmonious classroom culture;Fourth,highlight the comprehensive nature of in-depth evaluation of physical education,including:based on comprehensive evaluation content,the introduction of multiple evaluation subjects,and use of new evaluation methods;fifth,focus on the nature of in-depth physical education reflection,Including:do a good job of teaching reflection,actively guide the reflection of learning methods;six is to provide external support for in-depth sports teaching,including:in-depth teaching training,changing the role of physical education teachers,physical education teachers empowered and empowered.5.The clear evaluation criteria of the senior high school physical education in-depth teaching is bene ficial to the general high school physical education teachers to carry out in-depth teaching in practice.Following the comprehensive,scientific,systematic,and easy-to-operate principles and theoretical,policy,and practical basis,the general senior high school physical education in-depth evaluation criteria include:in-depth teaching goals,in-depth teaching content,in-depth teaching organization,in-depth teaching evaluation,and in-depth teaching Reflect on 5 first-level indicators;each first-level indicator includes 3 second-level indicators:goal determination,goal description,goal achievement,content selection,content design,content presentation,method use,context creation,time management,information feedback,Evaluation content,evaluation method,content reflection,organizational reflection,and learning method reflection,a total of 15 secondary indicators;each secondary indicator includes several third-level indicators,a total of 44 third-level indicators;the first,second,and third-level indicators have Different weights.