Study On Teaching Assessment Method For P.E Pedagogy Courses Based On The Extension Theory

Due to the development of society and fierce international competition, the demands for the mode and content of physical education (P.E.) faculty have changed accordingly. Under such new context, the current teaching assessment system for P.E. pedagogy courses in average colleges and universities cannot, to some extent, meet the new demand for such course of P.E. pedagogy major. This lag has become the one of the major bottlenecks for reforming the P.E. pedagogy courses. Based on the researching achievements of predecessors, this thesis will make a deep and systematic study on assessment index, mode and application for P.E. pedagogy courses of average colleges and universities. Some innovative achievements will be made as follows:In the aspect of assessment index study, in view of the national guideline for talent cultivation of P.E. pedagogy of average colleges and universities, this thesis will construct a new objective teaching assessment index system which will be of referential values for reforming P.E. pedagogy courses of average colleges and universities. With the use of non-linear theory, systematic study will be made on determining the selection and standardization of index and index average etc. Such studies will play an important role in standardizing the teaching assessment of P.E. pedagogy courses and promoting the combination of qualitative and quantitative teaching assessment for such major.In the aspect of assessment mode study, based on the above-constructed assessment index system, the extension theory will be applied to construct assessment mode for P.E. pedagogy courses of national average colleges and universities. This thesis will propose a assessment method for such course which is universally applicable and easy-operating for information data of P.E. pedagogy.In the aspect of application study, taking P.E. course of a university as an example, this thesis will make teaching assessment for the general course of track and field. The example shows that the new assessment method proposed in this thesis can truly reflect the assessment grade for P.E. pedagogy courses of average colleges and universities.