| In the educational field, the development of teachers' professional teaching ability, along with the transformation from "normal education" to "teacher education", has aroused increasing concern from the educational circle, because it's really the key to the development of education. Primary and secondary education is the basis of education in China. It plays a pivotal role in the cultivation of talents for the future. With the implementation of the new curriculum standards, modern sports teaching has marched into the P.E.riod of putting emphasis on knowledge, information and ability, and at the same time, the changes in the names and goals of the sports courses have created qualitative changes in the primary and secondary P.E.. So improving the P.E. teachers' correct awareness of the classroom teaching level and strengthening the cultivation of the P.E. teachers' teaching skills are required not only to improve the teaching quality of P.E. but also to realize the reform of P.E..Based on the investigation of 1500 primary and secondary P.E. teachers in 5 cities including Wenzhou and Jinhua randomly chosen out of the 11 cities in Zhejiang Province, the thesis features Questionnaire on Classroom Teaching Ability of the P.E. Teachers in Zhejiang Province, in which the classroom teaching ability is assessed according to three level-2 indexes, including the preparation ability before class, the practice ability in class and the summary and reflection ability after class, and 25 level-3 indexes so as to establish the classroom teaching ability index system. And it also shows a detailed analysis of the differences between the various indexes in terms of degree of importance, degree of deficiency, restricting factors and current development ways. The results are shown as follows. Firstly, in terms of degree of importance of classroom teaching ability, extremely significant differences are shown relating to teachers'educational backgrounds, very significant ones are shown relating to teachers' professional titles, significant ones are shown relating to school categories and ages, no significant ones are shown relating to regions, teaching ages and sexes. As to degree of deficiency in classroom teaching ability, there are extremely significant differences related to school categories, ages and teaching ages, very significant ones related to sexes, significant ones related to teachers' educational backgrounds and no significant ones related to regions and professional titles. Secondly, in terms of factors restricting classroom teaching ability, there exist highly significant differences relevant to school categories, ages, educational backgrounds, professional titles and teaching ages, and no significant ones relevant to regions and sexes. Finally, in terms of current ways to develop teaching ability, extremely significant differences are associated with teaching ages, very significant ones with school categories and ages, and no significant ones with regions, educational backgrounds, professional titles and sexes. At the same time, according to the results of analysis, the thesis also displays a table of the most critical deficiencies in classroom teaching ability, a structure chart of the development system of the classroom teaching ability of the P.E. teachers in Zhejiang Province and a suP.E.rficial analysis of the reasons for the deficiencies and the development of the teaching ability.The thesis aims at a better direction and has a certain theoretical and practical value. In combination with a comprehensive use of documentation method, Delphi technique, questionnaire method and mathematical statistics, in terms of theory, data and practice, it explores the special cases of the class teaching ability of the primary and secondary P.E. teachers so as to provide a data support for the construction of a scientific and reasonable teaching ability index system and a theoretical support for the primary and secondary P.E. teachers to develop their classroom teaching ability. |
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