A Study On The Teaching Feedback Of PE Teachers In Senior High School

School Physical Education is the one of the necessary methods to master the sports skills for young teenagers.The teaching goals set in the primary school and junior school concerns interests and diversity,on the contrary,the main purpose set in senior high school is to master at least one sport skill,developing students’ sports interests.Compare to middle and primary PE teacher, high school demands more feedback to achieve the teaching effect. However, there is only a few research on it.Are there any purposes before feedback ?What form do they use and any preference they tendency to? And is it effective time when the do the feedback?Since 1900 s, the perception from students became a new sight in feedback research. It has been getting recognized that the feedback from students plays a important part in teaching. Some researchers from aboard wrote the questionnaire about coach perception feedback and PE perception feedback, and started to expand to researching on teaching feedback.The research takes gymnastics as example,with the literature, expert interviews,questionnaire and mathematical statistics methods to study the PE teachers’ teaching feedback of senior high school in Shang Hai, analysizing the students’ feels and experiences in 5 senior high schools,so as to find out the problems and disadvantages of teaching feedback.In this way,to make full use of the teaching feedback to help PE teachers with more effective teaching.The research conclusion:1,The methods of teaching feedback of senior high school PE teachers appear a variety.The methods of augmented feedback for students accurate skilled movement contains:The methods of augmented feedback for students inaccurate skilled movement contains:positive speech and skill prompt feedback,show-how feedback,negative speech feedback,negative action feedback,but the positive speech and skill prompt depends.2,In terms of the gymnastics teaching and volleyball teaching,the augmented feedback for students accurate skilled movement exhibit remarkably different,especially in the skilled details feedback as well as the linguistic feedback.On the contrary,the augmented feedback for students inaccurate skilled movement also comes to apparently different in the positive speech feedback 、 body expression feedback,negative speech feedback and show-how feedback.3, It has difference between high school PE teacher’s implementation of theconcept teaching feedback and high school student’s actual thought.During motor skill learning, the students are willing to get recognition no matter how well they present movement. They expect teacher to point out the disability and explain it and wish teacher notice their effort. They hope teacher’s praise when them do well, and they hope teacher to point out the error as well and guide them to correct.Accordingly, this study propose to augment feedback in skill teaching of high school P.E teacher: augmented feedback should be selected in an appropriate way; P.E teachers use language feedback combined with body expressions,gestures and technicaldemonstration in teaching to avoid single feedback; The form of augmented feedback in skills should be selected according to different groups,sports and circumstances; Try to avoid using negative feedback. Teachers should focus on correcting the wrong technical movements but also need to praise other schoolmates’ correct movements; The information of augmented feedback should have the feature of development to stimulate students’ initiative in the learning process and to implement multiple teaching feedback.