A Study On Speech Act And Role Presentation Of Junior High School Football Coaches In Classroom Teaching

Facing the current dual identity characteristics of middle school football coaches(both physical education teachers and coaches),how to make clear their speech behaviors(such as using more demanding teaching or questioning teaching),and the role presentation methods(such as the role of compulsion or initiative role)established by them are not only related to the substantial efficiency of football training,but also related to teaching The improvement of the training level.In order to promote the effective development of campus football in our country,this study uses the method of teaching behavior record in speech behavior theory to carry out quantitative statistics and induction,The results show that:(1)In junior high school football coach's teaching speech act,it mainly embodies three speech act characteristics: questioning,request and evaluation.Reply speech act only accounts for 0.29%,which shows that the current junior high school football coach rarely gives reply to students' questions.At the same time,questioning can be divided into methods,conclusions and facts;requirements can be divided into suggestions,fuzziness and instructions;evaluation can be divided into affirmation,dichotomy and negation.(2)According to the established three speech acts of questioning,request and evaluation,five types of role presentation are reflected.The leading type I role is almost completely based on requirements in classroom teaching,with the emphasis on strict requirements for students;the combined type II role is shown as a decline in the proportion of required instructions in the classroom,with an increase in the proportion of questioning;the combined type III role is shown In order to not only focus on the required instructions in the classroom,but also pay attention to the use of "evaluation" speech acts for timely feedback in the classroom;the balanced composite type IV role shows that the three speech acts of questioning,request and evaluation are relatively balanced in the classroom;the dominant composite type V role shows that the requirements,questions and evaluation can not be ignored,but the proportion of the requirements in the classroom is significantly better than that in the classroom Q & A.(3)According to the questions,requirements and evaluations,the speech acts ofeach sub category can further deduce their different sub role presentation ways.The questions sub items(methods,conclusions and facts)can reflect the different characteristics of the classroom roles of the initiator,the guide,the Pathfinder,the initiator · guide,the initiator · Pathfinder,the guide · Pathfinder and the initiator · guide · Pathfinder Argumentation,instruction and fuzziness reflect the types of compulsion and suggestion compulsion roles;evaluation(affirmation,dichotomy and negation)reflects four types of classroom roles: encouragement,correction,encouragement,wait-and-see and encouragement,correction.(4)In the classroom teaching of junior high school football coaches,there are two kinds of training behaviors: direct training and situational training.However,no matter which kind of training behavior,football coaches play the role of "requirement" more frequently(i.e.class I role).The research shows that:(1)in the classroom teaching of junior high school football coaches,the speech acts of questioning and positive evaluation can be appropriately added,and the "reply" speech acts after questioning should be emphasized,which should be typical of explicit reply;(2)the comprehensive application of multiple speech acts of asking,questioning and evaluation should be emphasized,so as to avoid the mandatory execution with the "requirement" as the significant feature The role of teaching should avoid the ossification of classroom atmosphere and the passivity of students' learning.