The Research Of P.E. Teacher Receptivity To The Concept Of Physical And Healthy Course

A new round of curriculum reform of P.E. in junior middle school is one of the most influential and meaningful innovations over the decades in our country. More and more people pay attention to it for the rich contents and deep reform. With the implement and performance of <Physical education and Healthy Course Standard>, P.E. teacher’s first task is to comprehend the concept of Physical and Healthy Course. The concept of Physical and Healthy Course is an important part of <Physical education and Healthy Course Standard>, which relates to the success or failure of physical education curriculum reform. If the concept of Physical and Healthy Course is not accepted by P.E. teachers, they will not put into practice. Therefore, research on junior middle school P.E. teachers’ identity to the concept of Physical and Healthy Course is significant.This paper takes the junior middle school P.E. teachers in Jilin province as the research object, using the methods of questionnaires and interviewing and other research methods. From six aspects of the identity to the principles of Physical and Healthy Course(practicality, attitude, behavioral intention, school and outside support, what teachers concern) to investigate the real situation of P.E. teachers’ identity to the concept of Physical and Healthy Course. Besides, analyze the differences of demographic variables and the factors that influence P.E. teachers’ identity to the concept of Physical and Healthy Course. Finally, put forward reasonable suggestion on how to improve the junior middle school P.E. teachers’ identity to the concept of Physical and Healthy Course.Conclusions are obtained: 1. The junior middle school P.E. teachers’ identity to the concept of Physical and Healthy Course is quite high in Jilin province. 2. The concept of Physical and Healthy Course is practical. 3. P.E. teachers’ identity to the concept of Physical and Healthy Course is low among elder and experienced teachers. 4. Education resources distribution is imbalance in Jilin province.