A Compare And Analysis To Motion Learning Of Metacognitive Between P.E. Major And Non-P.E. Major

Education of ability is development request to world economy, science and technology, that is important constitutes part of P.E. of school goal. Educational committee china publish inform: setup P.E. curriculum's goal for boost up students' P.E. consciousness through P.E. teaching and exercise course and heighten P.E. ability nurturance exercise habit. In the course of P.E. teaching, metacognitive of P.E. studying is that students' cognitive for cognizing course of P.E. studying i.e.. Let students know forming course of observation, sports memory, thinking through teaching of P.E., that it is limited by how many factors, how adjust and control cognitive action to achieve anticipate goal. Like this which can heighten studying efficiency. So it is necessary to study metacognitive. Through long time observation find: P.E. major and non-P.E. major students have lots of differences. Now study motion learning of metacognitive to want finding characteristic between both. For providing new breakthrough in teaching P.E.. Provide reference for better studying metacognitive. This research use literature datum, questionnaire, expert interview, experiment, symbolic Stat. and logical analysis. Through analyze and compare between P.E. major and non-P.E. major we elicit those following. 1. P.E. major and non-P.E. major male student metacognitive knowledge and monitor correlate action studying achievement. P.E. major female student metacognitive knowledge, monitor and experience correlate action studying achievement. Non-P.E. major female student metacognitive knowledge and experience correlate action studying achievement. 2. P.E. major and non-P.E. major male student metacognitive knowledge and monitor have large difference. P.E. major and non-P.E. major female student metacognitive knowledge, experience and monitor have large difference. 3. P.E. major male student have linearity between metacognitive knowledge and experience, metacognitive control and metacognitive knowledge and experience have no linearity. P.E. major female student metacognitive knowledge and experience have linearity correlate, metacognitive knowledge and control have linearity correlate, metacognitive control and experience have linearity correlate. 4. Non-P.E. major male student metacognitive knowledge and experience have linearity correlate, metacognitive control and metacognitive knowledge and experience have no linearity correlate. Non-P.E. major female student action learning metacognitive knowledge and control have linearity correlate, metacognitive experience and knowledge and control have linearity correlate.