Development And Empirical Research Of The Analysis System Of Physical Education Classroom Teaching Behavior Under The Physical Education And Health Curriculum Model In China

In view of the continuous decline of the physical and mental health level of young students in China,most of the students fail to master a sports skill and form a sports expertise in the 12-year physical education learning process.Professor Ji Liu,has constructed the Healthy Physical Education Curriculum Model of China,aiming at providing a curriculum model which is in line with China's national conditions and easy to operate.Then how to implement the teaching idea and the teaching mode? The key is to transform ideas and requirements into teaching behavior,because classroom teaching behavior is the bridge and link between ideas and teaching practice.Therefore,the research on what is the behavior of physical education classroom teaching,what is the current situation of the implementation of physical education classroom teaching behavior under the Healthy Physical Education Curriculum Model of China,and what kind of tools are used to evaluate can not only provides theoretical and practical support for the implementation of the Healthy Physical Education Curriculum Model of China,but also helps to promote the implementation of the new curriculum concept.This study adopts the mixed research method of qualitative and quantitative.Firstly,on the basis of relevant theoretical and empirical research at home and abroad,according to the concept and requirements of Healthy Physical Education Curriculum Model of China,this paper constructs the index system of physical education classroom teaching behavior,determines the weight of each index,and develops the analysis system of physical education classroom teaching behavior.Secondly,this paper makes an empirical analysis of the physical education classroom teaching behavior under this mode,summarizes the basic characteristics of classroom teaching,establishes the indicators of teaching behavior,the reference range of teaching process information,and analyzes the factors influencing the teaching behavior,so as to provide reference and guidance for the classroom teaching under this mode.Finally,based on the empirical analysis,this paper puts forward more scientific and operable strategies to optimize the classroom teaching behavior under this mode.The conclusions are as follows:1.This paper constructs the index system of physical education classroom teaching behavior,and formulates the general standards for the analysis and evaluation of physical education classroom teaching behavior(1)Physical education classroom teaching behavior index system includes three first level indexes such as physical education teacher behavior,student behavior and interactive behavior;seven second level indexes as main teaching behavior,auxiliary teaching behavior,management behavior,cognitive learning behavior,physical exercise learning behavior,teacher-student interaction and student-student interaction behavior,and the other 23 third level indexes.(2)The general criteria for the analysis and evaluation of physical education classroom teaching behavior includes: in general,the weight of interactive behavior >the weight of student behavior > the weight of teacher behavior;in teacher behavior,the weight of auxiliary teaching behavior > the weight of main teaching behavior =the weight of management behavior;in student behavior,the weight of physical training and learning behavior > Cognitive learning behavior;in the interaction behavior,the weight of student-student interaction behavior > teacher-student interaction behavior.2.Develop the behavior analysis system of physical education classroom teaching,which is composed of three parts: coding system,observation and record coding standard,record and analysis behavior method,and the system has good reliability and validity(1)The coding system consists of three dimensions: teacher behavior,student behavior and interaction behavior.For the need of observation,each dimension is decomposed into four observation points,which are coded as 1-12.(2)The analysis system adopts a combination of quantitative and qualitative recording methods.In the aspect of quantitative recording,time sampling method is used to collect a behavior sample every 10 seconds,and code or record according to the behavior category.In the aspect of qualitative record,the combination of technical record and narrative system is selected.(3)The systematic analysis methods include cluster analysis,information entropy analysis,redundancy analysis,ratio analysis,word by word record analysis and time series analysis.Each analysis method has its own purpose of classroom analysis.(4)Through the empirical test,it is found that there is a positive correlation between the coding data of the three observers,and there is no significant difference.The inter rater and intra rater(ICC)reflect good reliability,indicating that the system has good reliability;teacher behavior and interactive behavior can predict student behavior at the same time,and interactive behavior plays a part in the relationship between teacher behavior and student behavior,which shows that the system has good predictive validity.3.Based on the empirical data,this paper summarizes the characteristics of classroom teaching,establishes the reference range of each index,information entropy and redundancy of teaching behavior,and analyzes the factors influencing teaching behavior(1)The text characteristics of physical education classroom teaching design:highlight the "student-centered" design concept,but there are some problems such as inaccurate description of learning objectives,teaching content analysis based on the current content,teaching evaluation based on strengthening practice;the theoretical structural elements of classroom teaching design are consistent between different periods and teachers' gender.The characteristics of physical education classroom teaching video: classroom teaching form is divided into three types,in which "practice type" is dominant;classroom structure changes from closed to open,but the level of classroom questioning is low,and information literacy is insufficient;teacher discourse is divided into five types,and classroom atmosphere is mainly positive.(2)The frequency and time reference range of closed question predictable response general feedback index in different periods,the frequency and time reference range of display and competition index in different events,the frequency and time reference range of other teaching behavior index,and the reference range of information entropy and redundancy are established.(3)The professional development stage of teachers is the factor affecting the teaching behavior under this mode,and the skilled teachers have the highest level;under this mode,the higher the education level of teachers,the higher the level of teaching behavior will be.4.Put forward three aspects of the optimization strategy of physical education classroom teaching behavior,including macro level,meso level and microlevel(1)According to the theory of "policy lever",this paper puts forward the macro optimization strategy of physical education classroom teaching behavior,which mainly includes four aspects: command,guidance,ability construction and public opinion mobilization.(2)From the perspective of the effective transformation from the concept of curriculum model to teaching behavior,and with the help of the theory of economic development factors,this paper puts forward the optimization strategies of the meso level of physical education classroom teaching behavior,mainly including two aspects:technical path and supporting condition path.(3)Based on the specific problems of behavior,this paper puts forward the optimization strategies of the micro level of teaching behavior in physical education classroom teaching behavior,including four aspects: guidance behavior,evaluation behavior,information technology application behavior and question and answer behavior.