Research On Physical Education Of Primary School In The Perspective Of Generation Teaching

As the fundamental undertaking of a nation, education carries the hope of national development. Accordingly, educational reforms lay the foundation of and promote educational development. The physical educational reforms have experienced exploration and innovation through several generations and have been endowed with new era meanings. The eighth Physical and Health Curriculum Reform under Basic Education has gradually gone deeper with the historical heritage and innovation, the core concepts of which, “people-oriented” and “dynamic generation” bring up new requirements and challenges. Physical education in primary schools is considered a critical part of basic education with unique cultivating values. Also, special physical and mental features of pupils provide a great stage to carry out generative PE teaching. Reflecting on the current situation of PE teaching in primary schools, we can find old problems such as cramming teaching and competition-oriented teaching, and such new problems as “question-oriented” “shepherd type”. All these problems hinder the promotion of PE teaching reforms. In order to break through the bottleneck, a new theoretical perspective is needed. The concept “generation” can provide crucial theoretical reference.Based on the above-mentioned understanding and from the “human generation” concept under the humanity perspective, this study searches numerous relevant research results through documents and logical analysis, widely and theoretically explores the nature and features of both traditional PE teaching and generative PE teaching, and practically probes the current situations of the two teaching methods by utilizing case analysis method and observation. This study aims at systematically examining the situation of students as humans and the essence of teaching in PE teaching, discussing the meanings, values, features and concepts of PE teaching under the generative thinking, and seeking the practical methods to realize the generative PE teaching under the complexity theory.The following conclusions have been drawn through the author’s research and study. First, the traditional PE teaching highlights the pre-design features, which dodges the complexity and uncertainty, restricts both teachers and students’ overall development, and blocks scientific development of PE teaching. Students are likely to be cultivated into “lateral-sided” people. Second, generative PE teaching leads the PE teaching reform. With elastic pre-design as premise, it is based on physical activities experience. With teacher-students interaction as the main method, it emphasizes the dynamic and the context, aiming at the overall development of students. Third, generative PE teaching bases its theories on humanism, constructivism, process philosophy, and complexity; it features subject generation, interaction, process situation, and capricious resources, etc.; it emphasizes life as a whole, specific and dynamic process, communication and dialogues between teacher and students, accidental incidents’ value, and students’ self-organization abilities. Fourth, in order to realize generative teaching, students’ autonomy and divergent thinking should be developed; PE teachers should build sense of reflection, and use teaching wisdom to stimulate and guide students; PE teachers should change their simple thinking to complex thinking mode, from pre-design to generation; they should change their roles to guides, promoters, and coordinators, and interactive teacher-student relationship should be built; they should also construct landmark teaching objectives, pursue elastic teaching design, probe flexible teaching practice, and provide contextual feedback; schools should attach more importance to PE teaching, improve the training system, and endow teachers with autonomy; open and flexible PE teaching concepts such as “health first” “lifelong physical activities” should be developed during teaching.