Qualitative Research Of High School Physical Teachers’ Instructional Design

Sports instructional design is an important field of Physical Education to the contents, previous studies only focus on the experience of teachers in the teaching of different design features presented, but not concerned about the impact on the instructional design of teaching content. In this study, pre-survey to determine the content of the specific class teaching materials low fun, tough, non-teaching materials designed for three types of teaching content. Born using the method of thinking, please Beijing’s five secondary schools and 18 physical education teachers in these schools practice of physical education teachers 13 hours of regular physical education instructional design. After the contents of the report aloud all recording, transcribed intc text 426033 words.Nvivo8.0 use qualitative analysis software transcripts encode sports design reference materials, books and the results of previous studie on the basis of teaching, combining sports teaching practice, develop the coding structure in line with our high school sports teaching the truth. The coding structure contains three categories:a category two, six two categories,33 three areas.Conclusion:1. novice physical education teachers in instructional design, the less the object of teaching analysis, and analysis of teaching materials more action skill set and achieve goals seriously, single use teaching methods, instructional design instructional time factor affected.2. Proficient physical education teachers in instructional design, teaching object analysis is not comprehensive, can distinguish teaching important and difficult set of knowledge and skills to achieve the dual goals of attention, the choice of teaching methods based on the needs of teaching content, instructional design concern when environmental conditions and equipment.3. Expert PE teachers in instructional design, it is possible to grasp the object of teaching law students learn motor skills, and can predict the pitfalls of teaching objects, teaching methods, the use of a comprehensive, adjust teaching organizational forms depending on the teaching content.4. No student segments differ in middle school physical education teachers on instructional design. Junior high school physical education teachers focus on students’ psychological characteristics and skills-based analysis, multi-use in teaching organizational individual teaching approach. High school teachers to use more organized group teaching.